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Relevant bibliographies by topics / Social science curriculum

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Academic literature on the topic 'Social science curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Social science curriculum"

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Mnguni, Lindelani. "EXPLORING THE STUDENT AND SOCIAL ACCOUNTABILITY OF THE LIFE SCIENCES CURRICULUM: A CASE OF HIV/AIDS." Problems of Education in the 21st Century 77, no. 3 (2019): 410–23. http://dx.doi.org/10.33225/pec/19.77.410.

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Science is generally expected to respond to students and societal needs by adopting student and social accountability principles. Therefore, school science curricula are revised regularly to address emerging socio-economic, political, and scientific issues. Similarly, the National Curriculum and Assessment Policy Statement of South Africa was introduced to foster a student and social accountable education that adopts relevant curriculum ideologies. Partly, it attempts to equip students with relevant skills and knowledge related to emerging societal challenges such as HIV/AIDS. The aim of the present research, therefore, was to determine the extent to which the curriculum is student and social accountable concerning HIV/AIDS. The current research explored the extent to which HIV/AIDS knowledge was presented in the CAPS Life Sciences curriculum and selected textbooks, and how curriculum ideologies informed this presentation of HIV/AIDS knowledge. Data were collected from the Life Sciences CAPS document and selected textbooks. Results revealed several HIV/AIDS-related topics, which were taught in Life Sciences. While the literature suggests that the citizenship-centered ideology is most relevant for student and social accountability, the present study found that the Life Sciences curriculum adopted a predominantly discipline-centered ideology. It is concluded that Life Sciences may not provide students with HIV/AIDS-related skills and knowledge required in a student and socially accountable curriculum. Keywords: curriculum ideologies, HIV/AIDS education, life sciences, school science curriculum.

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Subadi, Tjipto, Kuswaji Dwi Priyono, Dahroni Dahroni, and M. Musyiyam. "IMPLEMENTASI PEMBELAJARAN IPS BERBASIS KURIKULUM 2013 MELALUI LESSON STUDY DI SEKOLAH MUHAMMADIYAH KARTASURA." Warta LPM 18, no. 1 (2015): 62–75. http://dx.doi.org/10.23917/warta.v18i1.1168.

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The purpose of this community service, assess and understand; 1) learning implementation strategy IPS (Social Sciences) Curriculum 2013 based on lesson study in the School of Muhammadiyah Kartasura. 2) Rationalization and elements of curriculum change in 2013. 3) The process of learning and assessment processes appropriate to the curriculum in 2013. The method used; workshops and training. The Place; SMK Muhammadiyah Kartasura. Execution time; odd semester 2014/2015. Subject: Elementary School teachers, Junior High School, High School and Vocational High School Muhammadiyah Kartasura. The results achieved; 1) learning implementation strategy IPS (Social Sciences) curriculum-based lesson study 203 through three stages, namely; plan (planning), do (action and observation), see (reflection). 2) Rationalization and elements of curriculum change in 2013 stressed on; a) The scientific approach is based approach to encourage student creativity; b)Integrity of the competence of knowledge, skills, and attitudes; c) Integrity of the curricular, co-curricular and extra-curricular activities. 3) The learning process is emphasized in the curriculum in 2013; (A) Integrated Thematic for elementary school level, (b) Approach Science (Natural Sciences) and IPS (Social Sciences) of partitive aggregative be integrated melt (liquid integrative), (c) religious and moral education, (d) learning objects; natural phenomena, social, and cultural arts. While the emphasisin the assessment process; assessment student achievement by using descriptive qualitative and quantitative numerical. Learning implementation strategy IPS (Social Sciences) 203 curriculum-based lesson study using a modified model of lesson study, achievement indicators for a significant increase from the prior worhshop and trainingafter the workshop, namely; 30%: 80% (pre-test: post-test).

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Estrera, Edwin B. "A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum." IAFOR Journal of Education 8, no. 4 (2020): 25–44. http://dx.doi.org/10.22492/ije.8.4.02.

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This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

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Bowl, Marion. "Valuing diversity in the social science curriculum." LATISS: Learning and Teaching in the Social Sciences 2, no. 2 (2005): 121–36. http://dx.doi.org/10.1386/ltss.2.2.121/1.

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Tindall, David B. "Social science and forestry curricula: Some survey results." Forestry Chronicle 77, no. 1 (2001): 121–26. http://dx.doi.org/10.5558/tfc77121-1.

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In this article, findings from a study of a forestry curriculum are used to identify current gaps and potential avenues of pedagogical contributions pertaining to social science content. In setting a context for this analysis a brief review of the potential contributions of social science to forestry, and a description of current social science research on forestry in B.C. and the surrounding region is provided. Survey results from: 1) stakeholders in forestry, 2) forestry undergraduate students, and 3) forestry faculty all point to the need for incorporating more social science content into forestry curricula. These survey results dovetail with observations about the need for more social science research on forestry topics. Key words: social science, forestry curricula, intergroup differences, social survey research

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Jonāne, Lolita. "The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education." Journal of Teacher Education for Sustainability 9, no. 1 (2008): 45–57. http://dx.doi.org/10.2478/v10099-009-0018-1.

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The Didactical Aspects of Integrated Natural Science Content Model for Secondary School EducationThe main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

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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 context can facilitate an appreciation among students of the centrality of theory and the value of diverse discipline approaches in research. The last part of the paper explores what underpins this – a kind of un-learning or uncertainty regarding the veracity of different philosophical approaches to research, tied to a de-centring of research subjectivity that allows for the co-existence of multiple voices. Language learning, the inclusion of post-modern perspectives and an unbiased presentation of a wide range of thinkers within a challenging intellectual context are central to this. Research limitations/implications The emerging trend towards university-wide doctoral training offers opportunities for useful innovations in research education. University-wide social philosophy curriculum can play a role in facilitating constructive negotiation of theoretical complexity both within and across social science and humanities disciplines. Originality/value The contemporary social science and humanities research context is a challenging space, characterised by intra-discipline methodological plurality, and the risk of marginalisation by more dominant instrumentalist, end-user and science-driven perspectives. The trend towards bringing different methodological perspectives together within inter-disciplinary research and team supervision of doctoral students can lead to conceptual misunderstanding and research delays. The capacity to negotiate and translate conceptual perspectives, often within complex research relationships, has then become an increasingly important academic skill. Within this context, university-wide doctoral training has emerged, but there has been little discussion of doctoral curricula beyond that devised for professional doctorates within the discipline in the non-US higher education literature. This paper contributes to emerging scholarship on research education by describing the sorts of relational, textual and conceptual processes that might be created in the multi-discipline social science and humanities context to produce an appreciation for the different philosophical foundations of research knowledge.

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Brake, Mark, and Martin Griffiths. "Science, Fiction and Curriculum Innovation." Symposium - International Astronomical Union 213 (2004): 572–77. http://dx.doi.org/10.1017/s0074180900193933.

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The academic world is now becoming so specialized that the advantages of a cross disciplinary education are being lost in the tidal wave of scholarship concentrating upon narrow subject fields whilst displacing the values of connected disciplines from the sciences and humanities. The almost rigorous segregation of science and the arts at degree level is being felt not only within academia, but within society. The more a subject is concentrated, the less profound and applicable it appears to the public who should ultimately be the beneficiaries of such knowledge. In order to achieve a form of parity through which our modern world can be examined, the University of Glamorgan has introduced an innovative degree course aimed at developing a multidisciplinary knowledge of science and the arts via an exploration of the science, history, philosophy, religious, artistic, literary, cultural and social endeavours of the fields of astronomy and fantastic literature.

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Salmon, Mark, and Glenn Gritzer. "Parallel Content: Social Science and the Design Curriculum." Design Issues 9, no. 1 (1992): 78. http://dx.doi.org/10.2307/1511601.

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Baruchson-Arbib, Shifra. "Curriculum for "Social Information Science" — Evaluation and Application." IFLA Journal 27, no. 1 (2001): 19–23. http://dx.doi.org/10.1177/034003520102700104.

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Dissertations / Theses on the topic "Social science curriculum"

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Loveless, Linda H. "Staff development training for implementing a history-social science curriculum." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.

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Panzo, Barbara Ann. "Inclusion of Alaska natives in history/social science curriculum for fifth grade." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.

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This project addresses the need for more authentic multicultural curriculm in the elementary schools within California, specifically concerning Native Americans in Alaska Natives. This projects supports the need to include Alaska Natives in the California History/Social Science curriculum for fifth grade.

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Alshammari, Ahmad Shallal. "A socio-cultural investigation of science curriculum reform and implementation in Kuwait : perspectives of teachers, students and curriculum reformers." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15596.

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In 2008 the Ministry of Education in Kuwait began to reform the science curriculum in schools at all academic stages: primary (grades 1-5), intermediate (6-9) and secondary (10-12). The new science curriculum was adapted from an original curriculum which had been designed and published by the Amercan company Pearson-Scott Foreman. This study explores the perspectives of science teachers and students concerning the new science curriculum for the sixth and seventh grades (students aged 11 to 15) in the State of Kuwait. The study also investigated the process of the reform and the roles that science teachers and students performed in this reform process. The study used Sociocultural Theory as a framework to examine the science curriculum reform process and to discuss findings. A multi-method design was used with both quantitative and qualitative methods to collect the data: science teachers’ and students’ questionnaires; interviews with science teachers, students and science curriculum reformers; and classroom observations. The study sample was selected randomly. The questionnaire was conducted with 310 science teachers and 647 students. 11 science teachers, nine reformers and 30 students (five in each of six focus groups) were chosen to conduct in-depth interviews. Ten classroom observations were conducted with four science teachers. The study indicated that the science curriculum reform process was controlled centrally by the Ministry of Education and teachers and students did not participate in any stage of the reform process. The findings also found that many of the science teachers and students held negative views about the new science curriculum. They felt that the content of the new curriculum does not relate very well to Kuwaiti culture, to the Islamic religion and that the curriculum objectives needed to be more clear and achievable. The findings showed that many of the students indicated that they have difficulty understanding much of the content and did not enjoy studying science. Most of the teachers indicated that they faced challenges in teaching the new science curriculum. These included a lack of instructional tools, lack of teacher autonomy, the amount of material that needed covering and large class sizes. This study recommends reviewing the new science curriculum (now currently in use) taking into account the perspectives of teachers and students. It recommends that in carrying out curriculum reform the Ministry of Education be encouraged to provide guidance in the form of instructional tools and professional development programmes for teachers. These should be designed to help teachers develop the pedagogic skills needed to address the complex relationships between science and culture and between science and religion.

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Waters, Bonney Elizabeth. "Integrating reading, language arts, science, and social studies curriculum with the use of technology." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2135.

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The purpose of the project was to develop three thematic units for fifth grade that intergrate California State Standards in Reading, Language Arts, Science, and Social Studies with the use of technology. The benefits of doing so allows instructional time to be spent on more in depth study of the disciplines, Students make connections across curriculum which allows them to develop a deeper understanding of what is being taught. Also, integrating curriculum with technology engages students and allows them to have more control over their learning environment. When students are actively involved in what is being taught, they will internalize the information for better understanding.

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Mork, Kirsten L. "Evaluating Creative Choice in K-12 Computer Science Curriculum." DigitalCommons@CalPoly, 2019. https://digitalcommons.calpoly.edu/theses/2038.

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Computer Science is an increasingly important topic in K-12 education. Ever since the "computing crisis" of the early 2000s, where enrollment in CS dropped by over half in a five year span, increasing research has gone into improving and broadening enrollment in CS courses. Research shows the importance of introducing CS at a young age and the need for more exposure for younger children and young adults alike in order to work towards equity in the field. While there are many reasons for disinterest in CS courses, studies found one reason young adults do not want to study CS is a perception of it being tedious and lacking opportunities for creativity. Making more creative assignments is one way to try and engage more students who may not feel like stereotypical computer scientists. This thesis focuses in on the effects of creative choice in CS curriculum on students' self-efficacy, engagement/preferences, and performance. It aims to capture the effects of creative choice on a range of K-12 students of varying demographics in order to make CS more accessible for everyone. The first half of the thesis experimentally validates the effects of creative choice in existing 5th grade CS classes. We created two variants of worksheets for the students - creative worksheets and rigid worksheets. After distributing these worksheets, surveys, and quizzes, we found students still feel a sense of ownership with limited versions of creative choice and benefit from a blend of creative and rigid instructions. In addition, student performance was not affected by our different treatments. The second half of the thesis adapted and launched the fifth grade curriculum to a new demographic, teaching the course to Juvenile Hall students. Student surveys and reports from their teacher showed this class had a positive impact and was well received by students and staff. We found students would prefer a longer class next iteration, as this one only extended five weeks. Future work will be needed to experimentally evaluate the specific impact of creative choice in this new demographic.

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Kaviani, Khodadad. "Teachers' gatekeeping of the Middle East curriculum /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7777.

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Barnes, Melanie Anne. "Integrating the language arts into the history-social science curriculum to develop critical thinking in children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/711.

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This project has developed a resource guide that will help kindergarten, first, and second grade teachers implement an integrated history-social science curriculum that encourages children to become critical thinkers.

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Spuck, Timothy S. "What do Astronomers Do| A Survey of U.S. Astronomers' Attitudes, Tools and Techniques, and Social Interactions Engaged in through their Practice of Science." Thesis, West Virginia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616586.

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<p> Astronomy is one of the oldest STEM enterprises today. It is a discipline through which technology has been advanced, as well as our understanding of the universe. Further, astronomy is a gateway science that inspires the imagination of young learners, and can be used to promote STEM careers. In order to advance the astronomy enterprise, we must maintain an informed citizenry. The practice of astronomy has changed over time; astronomy today is much different than it was 50 years ago. In an effort to identify the current practice of astronomy, or what it is that today’s astronomers do, 478 U.S. astronomers participated in the study focusing on their engagement in three areas of scientific practice; science attitudes, tools and techniques, and social interactions. In addition, astronomers’ perceptions about career choice, work-related activities they engage in, motivations for doing astronomy, and changes needed in education were also explored. Data were collected over a 3-month time period via an online survey and telephone interviews. Data provided by survey participants provides a solid foundation from which findings and conclusions are drawn. Today’s population of astronomers is largely white, male, and older, however moving toward gender balance. The population as a whole places great importance on the practice of attitudes such as thinking critically, respecting the evidence, honesty, and objectivity. Unlike many might think, astronomers spend little time at the telescope collecting data, but rather the vast majority of their time is spent working at a computer. Further, engaging in administrative duties, writing, use of mathematics, searching for funding, mentoring others, and collaborating with colleagues are all critical tools/techniques and social skills in the practice of astronomy today. Finally, pop culture and personal experience plays a significant role in attracting individuals to a career in astronomy, and exploration and uncovering that which is unknown, the thrill of discovery, is what keeps them motivated. This study identified and quantified the activities in which professional astronomers engage, and the findings can be used to design formal and informal learning experiences K through adult to more closely reflect the science of astronomy and the people who engage in the practice.</p><p>

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Moxley, Kathleen D. "Asking content teachers what are the literacy practices and purposes that high school science and social studies teachers use to accomplish their goals and how are they represented in student tasks? /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008.<br>Title from PDF t.p. (viewed on July 16, 2009) Includes bibliographical references (p. 206-211). Also issued in print.

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Selinger, David Emanuel. "Designing a Security Education Curriculum Using Gamification Principles." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1574424122762057.

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Books on the topic "Social science curriculum"

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Massachusetts. Dept. of Education. Massachusetts history/social science curriculum framework. Massachusetts Dept. of Education], 1997.

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Massachusetts. Dept. of Education. History and social science curriculum framework. Commonwealth of Massachusetts, Dept. of Education, 1997.

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Massachusetts. Dept. of Education. Massachusetts history and social science curriculum framework. The Department, 1997.

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Massachusetts history and social science curriculum framework. Commonwealth of Massachusetts, Dept. of Education, 2003.

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Hamilton-Wray, Tama. Curricular guide for African film and video in the social science curriculum. Atlanta University Center, 1999.

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Education, Ontario Ministry of. Curriculum expectations, kindergarten, for English language, mathematics, science and technology, personal and social development, the arts. The Ministry, 1998.

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Cotterrell, Ann. GCSE social science. Heinemann Educational, 1988.

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Reforming science education: Social perspectives and personal reflections. Teachers College, Columbia University, 1993.

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Education, Ontario Ministry of. The Ontario curriculum.: Science and technology. Ministry of Education and Training, 1998.

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Bateman, Dianne. Transitional learning for college: An abilities based curriculum for social science students. Ministère de l'enseignement superieur et de la science, Programe d'aide a la recherche sur l enseignement et l apprentissage, 1994.

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Book chapters on the topic "Social science curriculum"

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Kim, Heui-Baik, and Sun-Kyung Lee. "Fostering Creativity and Sustainability through the 2009 Science Curriculum in Korea." In Biology Education for Social and Sustainable Development. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_38.

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McKay-Nesbitt, Jane, and Carol DeMoranville. "Incorporating Social Marketing into an Introductory Marketing Course Curriculum: An Interdisciplinary Case Study." In Proceedings of the 2010 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11797-3_117.

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Bromley, Patricia, and Susan Garnett Russell. "The Holocaust as History and Human Rights: A Cross-National Analysis of Holocaust Education in Social Science Textbooks, 1970–2008." In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15419-0_17.

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Schroth, Stephen T. "Curriculum, Higher Education, and Social Sciences." In Encyclopedia of Big Data. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32001-4_50-1.

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Henderson, Deborah. "Values, Wellness and the Social Sciences Curriculum." In International Research Handbook on Values Education and Student Wellbeing. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_17.

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Peterson, Chris. "Teaching health research: social sciences in a physical sciences curriculum." In Health Research in Practice. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-4497-9_4.

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Snowden, Michael. "Heutagogy in an Emerging Curriculum." In The Pedagogy of the Social Sciences Curriculum. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33868-2_3.

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Halsall, Jamie P., and Michael Snowden. "Where We Are Now." In The Pedagogy of the Social Sciences Curriculum. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33868-2_1.

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Schofield, Mark. "Towards a Concept of Solution-Focused Teaching: Learning in Communities: About Communities—for the Benefit of Communities." In The Pedagogy of the Social Sciences Curriculum. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33868-2_2.

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Cressey, Gill. "On the Edge." In The Pedagogy of the Social Sciences Curriculum. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33868-2_4.

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Conference papers on the topic "Social science curriculum"

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Ugwu, Alvin U. "LOCATING EVIDENCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SUB-SAHARAN AFRICAN SCIENCE AND TECHNOLOGY EDUCATION CURRICULAR: A COMPARATIVE ANALYSIS OF NIGERIAN AND SOUTH AFRICA." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.133.

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This research explores the integration of Education for Sustainable Development in the Science and Technology School Curriculum Documents of the Sub-Saharan African giant nations (Nigeria and South Africa) through a comparative analysis. The paper supports that Sustainable Development is a key in a present-day Science and Technology school curricula, given the global economic, social, cultural and environmental imperatives. The study suggests that science and technology curriculum should be a critical transformative tool towards integrating and fostering Sustainable Development in developing countries. Keywords: education for sustainable development, sustainable development, Sub-Saharan Africa.

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.

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Ranjan, Dr Vedamoni. "Education Curriculum of Learning In Children." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14017.

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"The Influence of Physical Education Curriculum Reform on Adolescent Physical Health." In 2020 Conference on Social Science and Modern Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000727.

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Khuluqo, Ihsana El, Istaryatiningtias, and Eva Syarifah. "Evaluation Implementation Curriculum 2013." In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.038.

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Appel, Florence. "Including the social and ethical implications of computing in the computer science curriculum." In the ethics and social impact component. ACM Press, 1998. http://dx.doi.org/10.1145/276755.276777.

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Dudley-Sponaugle, A., and D. Lidtke. "Preparing to teach ethics in a computer science curriculum." In 2002 International Symposium on Technology and Society (ISTAS'02). Social Implications of Information and Communication Technology. IEEE, 2002. http://dx.doi.org/10.1109/istas.2002.1013806.

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Yang, Shi. "The software engineering curriculum development based on working process oriented systematic curriculum system." In 2015 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Atlantis Press, 2015. http://dx.doi.org/10.2991/essaeme-15.2015.71.

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Feng, Yali, and Ping Zhang. "Exploration and practice of University Computer Specialty Curriculum Examination Reform." In 2015-1st International Symposium on Social Science. Atlantis Press, 2015. http://dx.doi.org/10.2991/isss-15.2015.93.

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Zhao, Huijuan, and Yijing Xu. "Principle of University General Education Curriculum." In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.34.

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Reports on the topic "Social science curriculum"

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Buichik, A. G. RELEVANCE TO ALLOCATE RESTORATION AS A SEPARATE SCIENCE OF SOCIAL AND HUMANITARIAN PROFILE IN THE SYSTEM OF CROSS-BORDER SCIENCES INCLUDED IN THE CURRICULA OF UNIVERSITIES. Materials of the VII International scientific-practical conference “Education. The science. Culture, 2016. http://dx.doi.org/10.18411/buichik-ag-doi-10.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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Abstract:

This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.

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