RELEVANCE OF INNOVATIVE PEDAGOGIES IN SOCIAL SCIENCE EDUCATION WITH REFERENCE TO HISTORY TEACHING AT SECONDARY LEVEL

Abstract

The main aim of teaching of social science is man and his relationship with his environment (social, Political & Geographical). The environment and surrounding plays a key role in building up the persona. Teaching of social science may facilitate students to comprehend their environment and regulate themselves to their constantly changing environment. However there are many impediments to the accomplishment of universal secondary education. These consist of lack of priority to education on the part of governments such as, inadequate spending as a percentage of GNP or inequitable allocation of funding and resources. Important barriers to education, particularly within low income, include child labour, poverty, distance from school, unequal access due to gender or cultural factors and the existence of conflict, there has been little improvement in divergence affected by geographies. This paper explores the relevance of innovative pedagogies in enhancing Social Science education, particularly in the teaching of History at the secondary school level in India. The traditional methods of History instruction, often cantered on rote learning and memorization, have become increasingly inadequate in addressing the dynamic needs of contemporary students. With the rapid evolution of educational technology and diverse learning styles, it is imperative to incorporate innovative teaching strategies that foster critical thinking, engagement, and a deeper understanding of historical events. This study foc   uses on the application of inquiry-based learning, project-based learning, collaborative teaching methods, and digital tools in History classrooms. By analysing the experiences of the teachers and learners in the different schools, the paper highlights the benefits and relevance of these innovative approaches, such as improved student participation, a more interactive learning environment, and a greater connection between historical knowledge and real-world applications. The findings suggest that integrating these pedagogies can significantly enhance student learning outcomes, making History more relevant, engaging, and accessible. The paper also discusses the challenges faced in implementing these strategies, including resource constraints, teacher training, and curriculum limitations. Overall, it emphasizes the need for a paradigm shift in History teaching to better align with the evolving educational landscape and the demands of the 21st century.