A Study on Two Korean Students’ Experiences and Perceptions of Social Studies Classes in Korea and the United States during Elementary and Middle School

This study examines the experiences of two Korean children, who studied social studies classes in both Korean and U.S. schools, and their perception of the subject in each context. To this end, interviews with the two students were conducted and analyzed. The findings are as follows: social studies classes in the U.S. were conducted in a generally more relaxed atmosphere, which in turn enhanced the students’ engagement. Instruction in the U.S. emphasized functional skills over knowledge and made extensive use of media devices and online learning programs. In contrast, social studies classes in Korea tended to follow more formal procedures, with heavy reliance on textbooks and a strong teacher-led approach. The two students perceived social studies classes in Korea as more useful for their “real” life. This study shows that the traditionally strong roles of teachers and textbooks remain prominent in Korea. It also suggests that the structured format and established norms of Korean classes may contribute to a somewhat rigid classroom atmosphere. Future directions for Korean social studies education include maintaining the strengths of skilled teachers and quality textbooks while creating physical and psychological spaces that enable more flexible student participation during class time.