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Journal articles on the topic 'Social Science and Humanities Education'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Marcelli, Andrea Mattia. "Greater Humanities for Education." Formazione & insegnamento 18, no. 1 tome 1 (2020): 144–56. https://doi.org/10.7346/-fei-XVIII-01-20_13.

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This article deals with the fragmentation of the Humanities, a proposed solution to it, and its applicability to Education Sciences. Section §1 examines some of the historical roots of both the divide between Humanities and Natural Sciences, as well as that between the Humanities and Social Sciences. The goal will be that of drafting a genealogy of the issue, and not that of providing the reader with a thorough diachronic recount. Once the need for a common direction is established, Clifford’s proposal is examined and supplemented with Burawoy’s epistemological partition of so

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Committe, Bruce. "Accountants need a humanities and social science education." International Journal of Critical Accounting 4, no. 1 (2012): 1. http://dx.doi.org/10.1504/ijca.2012.045777.

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Barrow, Robin. "Social Science, Philosophy and Education." Philosophical Inquiry in Education 26, no. 2 (2020): 146–55. http://dx.doi.org/10.7202/1071437ar.

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This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Seco

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DeWinter, Urbain J. "Science and Engineering Education Abroad: An Overview." Frontiers: The Interdisciplinary Journal of Study Abroad 3, no. 1 (1997): 181–97. http://dx.doi.org/10.36366/frontiers.v3i1.53.

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Today, we live in a very different world- an international and multicultural world- and once again, the university must adjust to the new emerging needs of our rapidly and profoundly changing society. For we too see an educational imbalance that this conference is addressing: all students, not just students of the humanities and social sciences, but of the sciences and engineering too, must be prepared for the global society in which they live and work. When asked why few American undergraduates study science and engineering in other countries, there are still faculty and administrators who re

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Barwegen, Laura. "The Value of Social Science Research in Christian Education Programs." Christian Education Journal: Research on Educational Ministry 16, no. 3 (2019): 495–510. http://dx.doi.org/10.1177/0739891319874357.

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Departments of Christian Education often find themselves in liminal spaces at colleges and universities somewhere between the theology of the humanities and the education of the social sciences, often not educating students well in research epistemologies of either. This article argues for the importance of including social science research methodology as an integral part of any Christian Education program.

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Goldman, Steven L. "The Humanities in Science and Engineering Education." Bulletin of Science, Technology & Society 8, no. 1 (1988): 3–5. http://dx.doi.org/10.1177/027046768800800102.

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Coltri, Marzia A. "A Reflection on the Importance of Philosophy and Ethics in the Gulf and in Saudi Arabia." Review of Middle East Studies 55, no. 1 (2021): 177–84. http://dx.doi.org/10.1017/rms.2021.35.

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This essay offers a critical perspective on the future of the Arabian Gulf universities with respect to the humanities and philosophy. Although higher education institutions in Saudi Arabia and some other Gulf countries have begun offering some philosophy courses, there are too few degree programs for the humanities and philosophy. Most Gulf colleges still do not offer a bachelor's or master's degree in the Arts, Humanities, and Social Sciences (AHSS) based on the common assumption that the future is in STEM, and that degrees in engineering, science, technology, and medicine are more economica

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KIM, Ha Won, Hee Sun KO, Moo Song LEE, Joo Hyun NAM, Won Dong KIM, and Jae Dam LEE. "Classes of medical humanities and social sciences in the premedical and medical colleges in Korea." Korean Journal of Medical Ethics 6, no. 1 (2003): 1–11. http://dx.doi.org/10.35301/ksme.2003.6.1.1.

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This study examined the classes of medical humanities and social sciences in premedical and medical colleges. We counted the number of courses and credits of medical humanities and social sciences in all the medical schools from 1990 to 2002, with reference to "The present condition of medical school education " published by the Korean Council of Deans of Medical college. Categorized are medical ethics, medical history, medical law, behavioral science, medical sociology, health policy and management, and others (Doctor-patient relationships, economics, religion, art, music, literature in medic

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Shin, Eui-Joo, and Sukun Jin. "Development and Application of Identification Tools for Humanities and Social Sciences Gifted Students in Regular Classes Using Middle School Social Studies Curriculum." Korean Youth Counseling Association 5, no. 4 (2024): 163–84. https://doi.org/10.51613/jkyca.2024.5.4.163.

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The purpose of this study is to develop and apply identification tools for humanities and social sciences gifted students in regular classes using the middle school social studies curriculum. Additional assessment tools and selection procedures not provided in the regular curriculum are necessary to implement gifted education in humanities and social sciences while operating the regular curriculum. The contents of this study are as follows. First, assessment tools were developed to identify candidates for gifted education programs in humanities and social sciences. In this study, written and p

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Yadav, Shiva Kumar. "Opportunities and Challenges of Higher Education: Status of Faculty of Humanities and Social Sciences in Tribhuvan University." Patan Pragya 11, no. 02 (2022): 174–82. http://dx.doi.org/10.3126/pragya.v11i02.52131.

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This paper primarily discusses the major challenges the faculty of humanities and social sciences facing today at Tribhuvan University with more emphasis on exploring the future prospects as opportunities in its areas in the context of growing educational unemployment in Nepal. University degree has largely become a basic requirement to enter into the job market in most of the areas particularly in Nepal today. This is because higher education has been accessible to all whoever passes higher secondary education including all undergraduate studies. Although access to higher education has been e

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Waltemathe, Michael, and Elke Hemminger. "Astrobiology in Teacher Training. Addressing research methodology and epistemology in Humanities and social-science classes." EPJ Web of Conferences 200 (2019): 01016. http://dx.doi.org/10.1051/epjconf/201920001016.

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In a preliminary empirical study of social-science and humanities students enrolled in teacher-training programs at two German universities, the authors have found a disparaging view of technology and science among said students. Their material knowledge of technology and science is the result of content they learned in high-school themselves. After having graduated, they chose social-sciences or humanities as their subjects. There is little or no overlap between science and engineering subjects and social-science and humanities subjects in teacher training programs. Apart from the students ch

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D’haen, Theo. "Worlding the Social Sciences and Humanities." European Review 24, no. 2 (2016): 186–99. http://dx.doi.org/10.1017/s106279871500054x.

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Under the impact of globalization, the study and teaching of the social sciences and humanities is rapidly changing. In many ways, what we see is a growing transfer of research, knowledge, and method from the West to other parts of the world, and in the first instance China. This development is steered by far-reaching changes in the organization of higher education in both the West and in this case China, changes that in themselves have to do with changing economic conditions, and the political decisions following from them, as the result of globalization. In the final part of this article I f

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Bastalich, Wendy. "Social philosophy curriculum in social science and humanities structured doctoral programmes." International Journal for Researcher Development 7, no. 1 (2016): 15–29. http://dx.doi.org/10.1108/ijrd-02-2015-0004.

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Purpose The purpose of this paper is to describe an experiment in a non-credit bearing series of social philosophy workshops offered to social science and humanities disciplines in an Australian university. Design/methodology/approach The paper outlines the design rationale and learning objectives for the workshop series. The data set includes qualitative student responses to 501 post-workshop questionnaires and 14 in-depth qualitative responses to a follow-up online questionnaire. Findings The data suggest that social philosophy methodology curriculum offered within a multi-discipline peer co

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Fuller, Jonathan, Tavis Apramian, and Cynthia Min. "Social Science and Humanities Research in MD–PhD Training." Academic Medicine 90, no. 10 (2015): 1292. http://dx.doi.org/10.1097/acm.0000000000000867.

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Hérubel, Jean-Pierre V. M. "Situating Clio's Influence in Humanities and Social Science Monographs." Journal of Scholarly Publishing 41, no. 1 (2009): 56–66. http://dx.doi.org/10.3138/jsp.41.1.56.

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Bhuyan, Nayanmani. "Exploring Career Pathways in the Humanities and Social-Science: Challenges and Prospects of North-East India." RESEARCH REVIEW International Journal of Multidisciplinary 10, no. 3 (2025): 165–78. https://doi.org/10.31305/rrijm.2025.v10.n3.019.

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Humanities and social science degree can be vastly different, but all have one thing in common; they are focused on human life. While humanities subjects are mostly analytical or philosophical and social sciences subjects are more scientific and experimental. Reasons to study humanities and social sciences- 1) Become an adaptable graduate, 2) Flexible degree options, 3) Important for future societies. The various disciplines of humanities and social sciences which are helpful for students- Anthropology, Communication and Media Studies, Criminology, Education, Film-Studies, International Develo

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Kratochvíl, Petr. "THE HUMANITIES AND THE SOCIAL SCIENCES IN TRANSITION." Higher Education in Europe 20, no. 4 (1995): 161–62. http://dx.doi.org/10.1080/0379772950200429.

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18

Davidson-Harden, Adam. "What is Social Sciences and Humanities Research ‘Worth’? Neoliberalism and the Framing of Social Sciences and Humanities Work in Canada." Policy Futures in Education 11, no. 4 (2013): 387–400. http://dx.doi.org/10.2304/pfie.2013.11.4.387.

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Marcone, Giancarlo. "Humanities and Social Sciences in Relation to Sustainable Development Goals and STEM Education." Sustainability 14, no. 6 (2022): 3279. http://dx.doi.org/10.3390/su14063279.

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This article explores the question: How can the humanities and social sciences become key elements for the implementation of quality STEM (Science, Technology, Engineering, and Mathematics) education, providing students with the competencies required for a sustainable development agenda? To answer this question, the article seeks to (1) understand the elements that are common in STEM education, Education for Sustainable Development (ESD), and Humanities, Arts, and Social Sciences, (2) analyze these relationships in higher education, and (3) evaluate how to integrate them in a classroom. The ar

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Kovács, Edina. "Optimisation of IT teaching materials for students of humanities and social sciences." Tudásmenedzsment 23, Special Issue (2022): 136–56. http://dx.doi.org/10.15170/tm.2022.23.k1.10.

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The demands of the 21st century mean that without digital competence and basic IT skills we cannot thrive in society. This is particularly true for students leaving higher education. Today, it is not only students in engineering and science who need to acquire ICT and IT skills. Although the latest version of the National Curriculum sets the development of digital competences as a task, the previous curriculum did not require students leaving public education to have these competences. For this reason, it is particularly important in higher education in the humanities and social sciences to de

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Pikić-Jugović, Ivana, Karin Doolan, and Branislava Baranović. "Exploring situated expectancy-value theory: A study of gendered higher education choices." Psiholoska istrazivanja 27, no. 2 (2024): 197–222. https://doi.org/10.5937/psistra27-49718.

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The paper explores the way in which motivational beliefs, gender roles and stereotypes, cultural resources and practices shape students' choices of university courses in technical sciences and social sciences and humanities. It is grounded in Eccles et al.'s situated expectancy-value theory, with an emphasis on the importance of its gender dimension, as well as sociocultural background as expressed through cultural capital indicators. Questionnaire data were collected from 1301 secondary school students in Croatia. Results indicate that motivational beliefs, especially utility values, are the

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22

Vorobieva, O. V. "About Problems and Prospects of Humanities and Humanitarian Education in Russia." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (2019): 22–33. http://dx.doi.org/10.31992/0869-3617-2019-28-11-22-33.

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The article presents reflections on the problems and prospects of humanities and humanitarian education in Russia, taking into account the basic program documents of the Russian state in the field of science and education. The author believes that in these documents the so-called social and humanitarian aspects characterizing functioning of science and innovations are insufficiently thought out. Meanwhile, these aspects reveal a powerful conglomerate of problems and opportunities – from the use of social and cultural knowledge as one of the sources of creativity and innovation, to the the impl

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Yuniawan Isyanto, Agus, Ai Tusi Fatimah, Luthfiyatun Thoyyibah, and Ana Samiatul Millah. "Interdisciplinary perspectives on conservation and culture." Interdisciplinary International Journal of Conservation and Culture 1, no. 1 (2023): 15–30. http://dx.doi.org/10.25157/iijcc.v1i1.3102.

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This article describes conservation and cultural perspectives from various disciplines based on research from various disciplines. The description is categorized into three parts; conservation and culture of applied science and health, conservation and culture of social science and humanity, conservation and culture of business and entrepreneurship. Natural sciences, health, social humanities, business, and entrepreneurship have all contributed to the conservation of natural resources and the environment, according to the results of journal article searches. Conservation in applied science pro

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Schleifer, Ronald. "Disciplinarity and Collaboration in the Sciences and Humanities." College English 59, no. 4 (1997): 438–52. http://dx.doi.org/10.58680/ce19973631.

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Examines the roles of collaboration in the sciences and humanities by focusing on the complicated relationship between syntax and semantics. Uses scholarship on the social study of science to discuss strategies for collaboration in the humanities. Discusses why those studying language and literature are in a particularly good position to understand the nature of intellectual collaboration and its benefits.

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Zhang, Yeqiong, and Ying Liu. "The Integration of Humanistic Education and Diagnostic Teaching Under the Background of New Medical Science: The Combination of Theory and Practice." Education Reform and Development 6, no. 8 (2024): 20–25. http://dx.doi.org/10.26689/erd.v6i8.8018.

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Medical talent cultivation should focus on cultivating students’ moral literacy and sense of social responsibility. Implementing humanistic education in medical teaching can help cultivate the patriotism of medical students and shape correct values. The relationship between humanities education and diagnostic teaching is close. Humanities education can provide value guidance and ideological education for diagnostic teaching. In diagnostic teaching, humanities education can be implemented effectively, helping students better clarify learning goals, better cope with challenges in future medical

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FUJIGAKI, Yuko. "Liberal Arts Education for Bridging Natural Sciences, Social Sciences, and Humanities." TRENDS IN THE SCIENCES 19, no. 5 (2014): 5_34–5_37. http://dx.doi.org/10.5363/tits.19.5_34.

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Weiss, John H., Fritz K. Ringer, and Peter N. Stearns. "Interpreting Cultural Crisis: Social History Confronts Humanities Education." Journal of Interdisciplinary History 26, no. 3 (1996): 459. http://dx.doi.org/10.2307/206034.

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Ayalon, Hanna, and Abraham Yogev. "Students, Schools, and Enrollment in Science and Humanity Courses in Israeli Secondary Education." Educational Evaluation and Policy Analysis 19, no. 4 (1997): 339–53. http://dx.doi.org/10.3102/01623737019004339.

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This article examines the deteriorating status of the humanities and social sciences versus mathematics and the sciences in the curriculum of Israeli high schools. We examine this tendency by conducting a multi-level analysis of the effect of school and individual characteristics on inequality in curriculum specialization on a sample of academic-track 12th-graders in 1989. The main findings are (a) more able students, males, and members of the privileged Jewish ethnic group in Israel tend to specialize in mathematics and the sciences, and (b) students’ characteristics are the major determinant

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Elsayed, Ahmed R., Abdullah M. Alharbi, and Gamal A. Adam. "Relative Contribution of Social Factors to University Students’ Compliance with Traffic Rules: The Case of Al-Ahsa Province, Saudi Arabia." Journal of Educational and Social Research 11, no. 4 (2021): 235. http://dx.doi.org/10.36941/jesr-2021-0091.

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This study aimed to reveal the relative contribution of social factors to compliance of university students with traffic rules at King Faisal University for Males in Al-Ahsa governorate, Saudi Arabia, and to reveal the differences in compliance with traffic rules between students of sciences and humanities. The sample of the study consisted of 874 students and it was conducted during the second semester of the academic year 2017-18. The participants were 381 from sciences and 493 from humanities. The authors used social factors and compliance with traffic rules as measurement tools and found o

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Katz, Reuven. "Crises in a Doctoral Research Project: A Comparative Study." International Journal of Doctoral Studies 13 (2018): 211–31. http://dx.doi.org/10.28945/4044.

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Aim/Purpose: To present quantitative results of an investigation that assessed crises reported by doctoral candidates while working toward their degree. Background: Crises that candidates encounter during their doctoral journey may lead to attrition from the doctoral program. A crisis in a doctoral project has several characteristics that must be understood in order to identify the crisis and, if possible, take corrective actions. Our study investigates various types of potential crises and the way candidates experience them. Methodology: We conducted a survey among enrolled doctoral candidate

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Sörlin, Sverker, and Dag Avango. "Humanities and the Social Sciences in the International Polar Year." Journal of Northern Studies 1, no. 1-2 (2007): 143–54. http://dx.doi.org/10.36368/jns.v1i1-2.516.

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In this article, we present research and other International Polar Year (IPY) related activities within the humanities and the social sciences with an emphasis on Sweden. The three previous IPYs in 1882–83, 1932–33, and 1957–58 (IGY) were almost exclusively a domain for the natural sciences. The inclusion of the humanities and social sciences, as well as the involvement of Arctic peoples, is one of the major developments in the present IPY – a recognition of the fact that the polar areas are the home of people and scenes for human action and interaction of global importance. There are several

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Mufidah, Nastiti. "TINJAUAN ATAS PERKEMBANGAN PENDIDIKAN KEWARGANEGARAAN DALAM RUMPUN ILMU SOSIAL." ASANKA: Journal of Social Science And Education 1, no. 1 (2020): 46–54. http://dx.doi.org/10.21154/asanka.v1i1.1948.

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The development of Citizenship Education is inseparable from the various other sciences that support it, including various sciences that come from the social sciences family. This article was written aimed at exposing the development of Citizenship Education in the social sciences, especially sociology and history, as well as the social sciences of humanities, namely political science and law. The development of Citizenship Education related to various social science families can be seen from the results of searches conducted by researchers based on reality and basic theories from experts. Thi

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Ahlzén, Rolf. "Medical humanities — arts and humanistic science." Medicine, Health Care and Philosophy 10, no. 4 (2007): 385–93. http://dx.doi.org/10.1007/s11019-007-9081-3.

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Huang, Ying, and Weishan Miao. "The Internationalization of Chinese English-Language Humanities and Social Science Journals." Journal of Scholarly Publishing 52, no. 4 (2021): 273–93. http://dx.doi.org/10.3138/jsp.52.4.05.

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This paper surveys the status of Chinese English-language journals in the humanities and social sciences (HSS-CELJs). HSS-CELJs are an important vehicle for disseminating Chinese scholarly voices and culture throughout the world. We used a mixed-methods approach to investigate the status of HSS-CELJs according to a number of attributes: growth rate over time, type of publisher, discipline, region of publication, publishing frequency, independence versus co-publication, and inclusion in citation indexes. We discuss some of the challenges facing HSS-CELJ publishing and highlight several contradi

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Liu, Jingyao, Chunxu Zhang, Yuyang Su, Yuhan Gu, and Tianyuan Zhang. "Research on Digital Literacy of Humanities and Social Science Students." Academic Journal of Management and Social Sciences 7, no. 3 (2024): 33–37. http://dx.doi.org/10.54097/6jb82x90.

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[Purpose / Significance] In the info society, digital education is vital for digital society building. College students, as digital transformation helpers, should have basic digital literacy. [Method / process] This study targets humanities and social science students, integrating national digital literacy initiatives and domestic/international frameworks. A digital literacy framework was built using Delphi and AHP. 402 valid questionnaires were analyzed with descriptive stats & cluster analysis. [Results / Conclusion]Humanities students' digital literacy includes: info/data literacy, lear

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UTIUZH, Irina, Natalia SPYTSIA, Alla SINITSYNA, and Natella PAVLENKO. "Scientific And Educational Technologies In Human Capital Formation." WISDOM 14, no. 1 (2020): 112–20. http://dx.doi.org/10.24234/wisdom.v14i1.315.

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The article deals with a constructive role of socio-humanitarian and philosophical knowledge in the system of natural science structures. It is proved that the relevance of socio-humanities and philosophy is a response to the challenges of the modern technology-based civilization, where exact and natural sciences call for revival of a philosophic component in the education system and science. In the article, the main cause-and-effect relations that have resulted for modern societies in the demand for revival of philosophic and socio-humanitarian knowledge in science and education are revealed.

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Satpayeva, Zaira, Dana Kangalakova, Tolkyn Kakizhanova, and Kristina Konstantinova. "Challenges of Ph.D. training in social sciences and humanities in Kazakhstani universities." Knowledge and Performance Management 9, no. 1 (2024): 1–15. https://doi.org/10.21511/kpm.09(1).2025.01.

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This study aims to identify challenges in the training of scientific personnel in the field of social sciences and humanities at the doctoral level in Kazakhstan. It proceeds from the assumption that successful completion of a Ph.D. program is conditioned by internal and external factors that influence the educational process and may lead to challenges in Ph.D. thesis defense. The study employs an explanatory-sequential approach within a mixed-methods design, incorporating economic-statistical, regression, and content analysis. Data were gathered through questionnaires from 61 current students

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Vonhof, Sarah. "Deficiencies of Undergraduate Forestry Curricula in Their Social Sciences and Humanities Requirements." Journal of Forestry 108, no. 8 (2010): 413–18. http://dx.doi.org/10.1093/jof/108.8.413.

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Abstract Arguments stressing the importance of the social sciences and humanities in forest and natural resources education have appeared in the literature since the inception of the profession of forestry in America. Nevertheless, undergraduate education in forest and natural resources management emphasizes the biophysical sciences. This article examines undergraduate curricula for their requirements in various disciplines. The results of two studies show that social sciences and humanities are not well represented in forestry and natural resources management curricula. Thus, graduates of bac

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Jacob, Merle, and Leila Jabrane. "Being there in the flex: humanities and social science collaborations with nonacademic actors." Studies in Higher Education 43, no. 10 (2018): 1718–29. http://dx.doi.org/10.1080/03075079.2018.1520414.

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Bakhtin, Maxim, Leonid Laptev, Oksana Shamigulova, Rida Zekrist, Salavat Musifullin, and Roman Tkach. "Humanities quantorium as a technological digital environment." E3S Web of Conferences 258 (2021): 07006. http://dx.doi.org/10.1051/e3sconf/202125807006.

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The purpose of the article was to formulate a general problem and clarify the hypothesis of research on the design of a humanitarian quantorium as a technological digital environment for the formation of teacher competencies in the subject areas “History” and “Social Sciences”, to determine the set and content of teacher competencies in the field of applying humanitarian education technologies. The leading research methods described in this article were the method of foresight design, the method of expert panels and methods for the diagnostic study of occupational deficiencies. The materials p

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Bazeley, Pat. "Research dissemination in creative arts, humanities and the social sciences." Higher Education Research & Development 25, no. 3 (2006): 307–21. http://dx.doi.org/10.1080/07294360600793101.

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Jeong, Yeonjae. "A Historical Approach to establishing Liberal Arts and Sciences(LAS) as transdisciplinary and practical science －A Study on the Possiblity and Condition for Academic Identity Establishment of Liberal Arts." Korean Association of General Education 15, no. 6 (2021): 23–34. http://dx.doi.org/10.46392/kjge.2021.15.6.23.

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The present study examines the possibility of liberal arts as science through academic reflection on liberal arts education. Academic reflection is a work that closely investigates conditions and targets that can be established as a discipline, the methods of academic research, and the attitude of the investigator who conducts research. The reason for using the word “liberal arts and sciences” instead of “liberal arts education” is to determine whether the inherent limitation of the word “education” in academic classification can be overcome. The reality of liberal arts education is that it is

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Krieger, M. H. "Research Policy and Review 11. New Tools for a Planner's Toolkit." Environment and Planning A: Economy and Space 18, no. 9 (1986): 1181–87. http://dx.doi.org/10.1068/a181181.

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After a flirtation with pure science and the liberal arts, professional education in all fields is once again tool-and-craft oriented. Still, the main tools come from high-status science and humanities. But the sciences now advocate design, holism, purpose, choice, emergentism, anima, history, and discontinuity; whereas the humanities stress ambiguity, incommensurability, impurity, and perversion. What is in prospect is a richer, less reductionistic, view of human nature, social organization, and history. And this in turn will alter the culture and practice of planning and design.

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Serrano, Mario Corrales, José Moreno Losada, Jesús Sánchez Martín, and Francisco Zamora Polo. "The Humanities and Social Sciences Laboratory as a Motivating and Innovative Strategy in High School Education." Proceedings 2, no. 21 (2018): 1324. http://dx.doi.org/10.3390/proceedings2211324.

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The present work is the result of a research carried out in the stage of High School education, in the area of Humanities and Social Sciences. The data show that, at this stage, in which High School students begin to decide on a study modality that allows them access to the university, there is a majority of students who decide on the Science modality, to the detriment of the others. As a response to this situation, we have designed a tool that allows teachers in this area and this stage to transmit, in a more effective way, the practical and useful dimension of social and humanistic knowledge

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Marra, Rose M., and Betsy Palmer. "Epistemologies of the Sciences, Humanities, and Social Sciences: Liberal Arts Students' Perceptions." Journal of General Education 57, no. 2 (2008): 100–118. http://dx.doi.org/10.2307/27798098.

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Abstract In this study we investigated students' domain-specific and domain-general epistemological perspectives within the social sciences/humanities and the sciences. Data validated a grounded theory of how epistemological beliefs develop at different paces in these domains. Results are discussed in terms of how to use these differences to inform teaching and learning.

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Rose M. Marra and Betsy Palmer. "Epistemologies of the Sciences, Humanities, and Social Sciences: Liberal Arts Students' Perceptions." Journal of General Education 57, no. 2 (2008): 100–118. http://dx.doi.org/10.1353/jge.0.0017.

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Milenković, Miloš, Marko Pišev, and Jelena Ćuković. "On the Link between the Protection of Minorities' Intangible Cultural Heritage and the Evaluation of Social Sciences and Humanities in the Republic of Serbia: Preliminary Examination of Cross-Study Results." ISSUES IN ETHNOLOGY AND ANTHROPOLOGY 16, no. 2 (2021): 375–90. http://dx.doi.org/10.21301/eap.v16i2.3.

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The results of theoretical and field research into a) the state of protection of minorities' intangible cultural heritage, and b) the evaluation criteria for social sciences and humanities in the Republic of Serbia, indicate a clear and concerning correlation. Seemingly paradoxically, social sciences and humanities in the Serbian language are in an equally unfavorable, undervalued position as is the cultural heritage of minorities relative to that of the majority population's. Analysis suggests that, although they mostly do not perceive themselves in this way, Serbian social sciences and human

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Crerar, Janice, and Melanie Mullins. "Beyond perspectives: Integrating local Indigenous knowledge/s into humanities and social science education." Learning Communities: International Journal of Learning in Social Contexts 25 (December 2019): 106–15. http://dx.doi.org/10.18793/lcj2019.25.10.

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Henke, Justus. "Can Citizen Science in the Humanities and Social Sciences Deliver on the Sustainability Goals?" Sustainability 14, no. 15 (2022): 9012. http://dx.doi.org/10.3390/su14159012.

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Both the sustainability discourse and the debate on citizen science are strongly focused on the natural and technical sciences. Yet, numerous participatory research activities can be identified in the social sciences and humanities that address sustainability issues of various kinds. These have hardly been studied so far, and their contribution to addressing sustainability challenges is poorly known. The study investigates which sustainability topics are taken up by citizen science in the humanities and social sciences, which factors influence the choice of topics, and their implications. For

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Heinze, Thomas, and Arlette Jappe. "Evaluation of research in social sciences and humanities." Research Evaluation 28, no. 2 (2019): 206–8. http://dx.doi.org/10.1093/reseval/rvz005.

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