Showing papers on "Social science education published in 1993"

Science and Engineering Indicators

Abstract: : 1. Elementary and Secondary Science and Mathematics Education. 2. Higher Education in Science and Engineering. 3. Science and Engineering Workforce. 4. Research & Development: Financial Resources and Instituional Linkages. 5. Academic Research and Development: Financial Resources, Personnel, and Outputs. 6. Technology Development and competitiveness. 7. Science and Technology: Public Attitudes and Public Understanding.

Approaches to Social Enquiry

Abstract: Preface. 1. Introduction. Part I: Science and Social Science. 2. What Kind of Science is Social Science? 3. What Kind of Science is Social Science? Contemporary Responses? 4. Review and Critique of the Approaches. Part II: Research and Strategies. 5. Inductive and Deductive Strategies. 6. Retroductive and Abductive Strategies. Part III: Some Methodological Issues. 7. Choosing Between Approaches and Strategies. Bibliography. Index. Figures and Tables.

Reforming Science Education: Social Perspectives and Personal Reflections

Abstract: The New Transformation of Science Education Science Education and the Emerging Ecological Society Science Education Policies for an Ecological Society - Aims and Goals The Restoration of Confidence in Science Education The Sisyphean Question in Science Education Science Education and the STS Theme Contemporary School Science - The Evolution of Teachers and Teaching Planet Earth in Crisis - How Should Science Educators Respond? The STS Theme in the Science Curriculum Leadership, Responsibility, and Reform in Science Education.

Social Gains from Female Education: A Cross-National Study. World Bank Discussion Papers 194.

Abstract: The authors explore the strength of female secondary education relative to, and in combination with, family planning and health programs in reducing fertility and infant mortality. They find that family planning and health programs do influence fertility and mortality, but that the impact of expanding female secondary enrollments appears to be much greater, especially in countries with low female secondary enrollment. Fertility and infant mortality are more elastic with respect to female secondary education than to family planning and health programs. Their simulations suggest the following. Doubling female secondary school enrollment (from 19 to 38 percent) in 1975 would have reduced the total fertility rate in 1985 from 5.3 to 3.9. Doubling the family planning service score (from 25 to 50 percent) in 1982 would have reduced the total fertility rate only from 5.5 to 5.0. Doubling female secondary school enrollment in 1975 from 19 to 38 would have reduced the infant mortality rate from 81 to 38. Halving the ratio of population per physician would have reduced the infant mortality rate only from 85 to 81. Doubling per capita GDP from $650 to $1,300 would have reduced the infant mortality rate only from 98 to 92. Doubling female secondary school enrollment (from 19 to 38) in 1975 would have lowered the number of births by 29 percent of the 1985 number. Doubling family planning services would have reduced it by 3.5 percent. Doubling female secondary school enrollment would have reduced infant deaths by 64 percent. Halving the ratio of population per physician would have reduced it only by 2.5 percent. Doubling per capita GDP has no effect on reducing infant deaths, all other factors being constant. Female education affects desired family size by raising the opportunity cost of a woman's time in economic activities, increasing demand for family planning, and promoting more effective contraceptive use.

Gender Differences in Science Education: Building a Model

Abstract: The relationship between gender and science in schools is the focus of this article. It begins with the hypothesis that neither macro-level frameworks, suggested by international studies, nor causal models, developed in mathematics, provide an adequate paradigm to guide gender and science research. An analysis of an Australian and American study informs the proposed model that suggests how students' and teachers' constructions of gender and science affect student outcomes. The model is proposed as a scaffolding for future research that will systematically examine known and new variables as well as their effect on girls' interest, confidence, achievement, aspiration, and retention in science.

The impact of science curricula on student views about the nature of science

Abstract: This review of the literature focused on three decades of research related to precollege student understandings about the nature of science. Various interpretations of what aspects characterize the nature of science were examined, revealing an agreement among scientists, science educators, and those involved in policy-making arenas that the nature of science is multifaceted and an important component of scientific literacy. A summary of the research regarding the adequacies of student conceptions about the nature of science revealed inconsistent results. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. Research on the impact of instructional materials and techniques on student understandings was also reviewed. The effects of language in science instruction, the content emphasis of instructional materials, integrated science curricula, and instruction in general were curricular variables found to have a negative impact on student understandings about the nature of science. Empirical evidence about the success of innovative instructional materials and techniques designed to facilitate more adequate understandings of the nature of science is needed.

Do middle school life science textbooks provide a balance of scientific literacy themes

Abstract: Four themes of scientific literacy have been synthesized to analyze science textbooks for this purpose: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) the interaction among science, technology, and society (STS). The intercoder agreement between two researchers who coded the units of analysis for the four themes was high. The life science textbooks examined in this study seem to stress two aspects of scientific literacy—science as a body of knowledge and science as a way of investigating. These textbooks devote practically no text to science as a way of thinking. Very little text is devoted to the interaction of science, technology, and society. There was at least one chapter in each textbook that addressed the nature of science and its relationship to life science. Most of the analyzed textbooks present the stereotypical steps of the scientific method and do not provide a balance of scientific literacy themes.

Common sense, science and social representations:

Abstract: The theory of social representations is perfectly suited to the empirical investigation of the public's understanding of science. A sharp distinction is drawn between a scientific theory and its social representation corresponding, respectively, to the contrasting worlds of science and of common sense. Representations of science are to be found in the media as well as in people's minds and need to be sampled and studied in both locations. Moscovici initiated this French tradition of research with his study, in the late 1950s, of psychoanalysis. It is a sociological form of social psychology with close affinities to the sociology of knowledge. The applicability to the natural sciences of a theory developed in relation to the social and human sciences is discussed. The views of Moscovici and of Wolpert are compared and contrasted, especially in regard to the relations between science and common sense. It is argued that the study of social representations is a form of social science that natural scientists n...

Science and Society in Restoration England

Abstract: Book synopsis: Although much has been written on the intellectual achievements of the age of Newton, Boyle and Hooke, this book provided the first systematic assessment of the social relations of Restoration science when it was published in 1981. On the basis of a detailed analysis of the early history of the Royal Society, Professor Hunter examines the key issues concerning the role of science in late seventeenth-century England. The nature of the scientific community, the links between science and technology and science's political affiliations are all explored, while much light is cast on contemporary priorities in religion and learning through a reconsideration of attacks on science. At once wide-ranging and authoritative, this remains a work that no one concerned with science and its social integration in this formative period can afford to ignore.

Current Approaches to Science Education Implications for Mainstream Instruction of Students with Disabilities

Abstract: In this article, different curriculum approaches to science education are discussed with respect to characteristics of students with disabilities. Science education is an area of increasing national interest as well as one that a recent survey of teachers identified as a highly suitable subject area for mainstreaming. A cross-categorical perspective is presented on the characteristics that serve to limit mainstream success for students with disabilities. Four major domains of functioning are identified, including language and literacy, cognitive-conceptual development, psychosocial functioning, and sensory-physical abilities. Although functioning in each of these areas can be improved through special education methods, it can also be argued that mainstream curriculum approaches themselves, representing textbook-content approaches as well as activity-inquiry approaches, interact with these disability areas. A case is made that different curriculum approaches to science education can differentially facilita...

Science Education For a Pluralist Society

Abstract: What this book is about what is science? science curricula for a pluralist society a science department for all teaching controversial issues in science life and living processes materials and their properties physical processes the way forward.

The Critique of Science Becomes Academic

Abstract: The author uses personal experiences to introduce the view that the critique of science, on entering the academy in the form of the sociology of scientific knowledge, has become increasingly remote...

African Cultural Perspectives and the Teaching of Science.

Abstract: There is evidence in the literature indicating that western education was used not to promote the healthy coexist.mce of the western and the African cultures but as a sanitizing and civilizing medium. This document describes the need to design science education that adequately meets the needs of the African in such a way that the African view of nature, sociocultural factors, and the logical dialectical reasoning embedded in African metaphysics are taken care of within a changing global community. It is concluded that Science/Technology/Society education would seem to be the medium with the most comprehensive, effective, and adequate attributes for achieving this end result. (PR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** African Cultural Perspectives and the Teaching of Science Olugbemiro J. Jegede Research & Development Unit Distance Education Centre University of Southern Queensland Toowoomba, Australia. Formerly of: Science Education Section, Ahmadu Bello University, Zaria, Nigeria; and Faculty of Education, University of Abuja, Nigeria.

Philosophy of Social Science: The Methods, Ideals and Politics of Social Inquiry

Abstract: Introduction. 1. The Liberal Ideal. 2. Max Weber and the Methodology of the Social Sciences. 3. Theories of Development in Psychology and Political Science. 4. Functional Theories in Sociology and Biology. 5. Rational Choice Theories in Positive and Normative Economics. 6. Collecting Data in the Social Sciences. 7. Sorting Data into Kinds. 8. Explaining the Data. 9. The Fact/Vale Distinction. 10. Social Science and Perfectionism. Bibliography.

A History of Research in Social Work Education: 1915-1991

Abstract: Research has been an important element of social work since the inception of the profession. In social work education, there has been, however, pervasive and enduring confusion regarding the design and implementation of the research curriculum. In 1992, the Council on Social Work Education issued a revised Curriculum Policy Statement that portends profound implications for educators. The author explores the difference in social research and social work research, presents a brief history of research in social work education, and explores the challenges confronting the new policy.

AUSTRALIAN EDUCATION: a Sociological Perspective

Abstract: I. SOCIOLOGY, SOCIETY AND EDUCATION. 1. Different Approaches in Sociology and the Sociology of Education. 2. Contemporary Australian Society. 3. The Relationship Between Formal Education and Society in Australia. II. SOCIAL STRUCTURES, RELATIONS AND EDUCATION. 4. The Family and Education. 5. Work and Education. 6. Politics and Education. III. SOCIAL CONTROL, SOCIAL CHANGE AND EDUCATION. 7. Control Mechanisms. 8. Ideology and Control. 9. Social, Cultural and Educational Reproduction. IV. POWER, POLICY MAKING AND EDUCATIONAL REFORM. 10. Power Relations and Educational Change. 11. Social Policy and Educational Reform. 12. Educational Responses to Social Change.

Teaching Science for All Children: An Inquiry Approach

Abstract: Each chapter begins with "Introduction" and concludes with "Chapter Summary," "Discussion Quotations," and "Build a Portfolio or E-folio." Preface. I. 4-E Methods for Teaching Science. 1. What is Science? How Do Children Perceive Science? What Changes Have Occurred in Elementary Science? The Nature of Science. Three Essential Features of Science. The Aims of Standards and Research-Based Education. 2. Learning Science. What Role Does Brain Development and Processing Play in Learning? Where Do Children's Ideas Come From and How Do They Influence Learning? What Is the Dominant Perspective About How Children Learn Science? What Techniques and Roles Support Constructivist Learning? 3. Inquiry for All Children. Science For All. Science for Exceptional Children. How Can Parents Help Meet Children's Special Needs? 4. Planning Inquiry Lessons. Using the National Science Education Standards and Promoting Inquiry. Concept Mapping. Planning Constructive Inquiry Science Lessons. 5. Assessing Student Performance. Evaluating Student Learning. Selecting the Tool for the Task. Chapter 6: Inquiry for Scientific Literacy. What is Scientific Literacy? Science as Inquiry for Literacy. Methods that Use Inquiry to Promote Student Concept Formation. Techniques for Promoting Student Cooperation. Recommendations for Enhancing Student's Learning of Science. 7. Questioning & Inquiry. Questions on Questions. What Are the Different Types of Questions? What Are the Keys to Effective Questioning? How Can You Improve Your Questioning? Why Use Students' Questions. 8. Integration. What Is Integration? Approaches to Integration. Challenges to Integration. 9. Science Safety. Recommendations for Safe Science Experiences. How Do You Plan for Safety? What Are Your Legal Responsibilities? Safety Equipment. Performing Safety Assessments. What Materials are Necessary for the Activities? Storage. Room Arrangement. A Final Thought. 10. Using Educational Technology. Why Use Educational Technology? How Can Educational Technology Be Applied in the Context of Science Teaching? 11. Resources for Best Practices. Lessons Learned. Selecting and Using Textbooks. Best Practices. Resources for Best Practices. II. 4-E Inquiry Lessons for Teaching Science. Life Science Lessons and Activities. Physical Science Lessons and Activities. Earth and Space Science Activities. Appendix: National Science Education Standards: Contents Standards for Grades K-4 and 5-8. References. Index.

Practical reasoning and science education: Implications for theory and practice

Abstract: Practical reasoning is a fundamental competence required for everyday decision-making as well as for the production of scientific knowledge However, very little attention is given to developing this competence in school science classrooms or in educational research programs In this paper we explain the tradition of practical reasoning and its relevance to science and science education We then suggest ways in which practical reasoning may be developed in students such that they are enabled to better understand how scientific knowledge is produced and how they may be better able to contribute to improving scientific practices