Relevant bibliographies by topics / Social sciences Social sciences Curriculum change

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Social sciences Social sciences Curriculum change'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Social sciences Social sciences Curriculum change"

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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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Suastika, I. Nengah. "Komparasi Tujuan dan Standar Kurikulum Social Studies Sekolah Dasar Kanada dan Indonesia." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (2021): 592–600. http://dx.doi.org/10.34007/jehss.v4i1.705.

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The curriculum has a strategic role in supporting teachers in carrying out the learning process and students in skills skills. Curriculum changes that have occurred in several countries such as Japan, South Korea, the United States, and Canada have shown encouraging results. It is proven that the implementation of the curriculum has brought changes, improvements and enhancements to the quality of education in the country. Based on studies conducted, the Social Science curriculum in Canada was created and developed based on subjects. The objectives of Canadian Primary School Social Studies are to provide an understanding of the basic concepts of Social Studies, develop the skills, strategies and habits of thought necessary for effective inquiry and communication, as well as to apply basic Social Science concepts, to a variety of learning tasks, and impart skills. to relate and apply the social studies obtained through social studies to the world outside the classroom. Meanwhile, the goal of elementary school social science in Indonesia is to lay the foundation of intelligence, knowledge, personality, noble morals, and skills to live independently and follow further education. The curriculum in Social Sciences Grades 1 to 6 in Canada, organizes learning in a set of basic concepts, namely systems and structures, interaction and interdependence, environment, change and sustainability, culture, and governance.
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Tinajero Villavicencio, Guadalupe, Guadalupe López Bonilla, and Carmen Pérez Fragoso. "Change in the Mexican Technological Baccalaureate: The case of the Discipline of Science, Technology, Society and Values." education policy analysis archives 15 (February 15, 2007): 4. http://dx.doi.org/10.14507/epaa.v15n4.2007.

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This article reports partial results of a research project that attempts, among other things, to identify the scope of educational policies concerning structural reforms to the Mexican high school curriculum. In particular, it covers the curricular reform implemented during the 2004-2005 school year in vocational technological high schools, paying special attention to teacher's adoption of the new pedagogical proposal. The research was carried out in three technological high schools: Agricultural, Marine, and Industrial, where three teachers were observed while teaching a new discipline entitled: Science, Technology, Society and Values I. This is one out of three sequential subjects included in the new curriculum that substitute four subjects from the former historical–social sciences area. Our results showed a lack of teachers' appropriation of the pedagogical proposal introduced with the reform due, in part, to a lack of knowledge regarding its conceptual framework.
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Onalu, Chinyere E., and Uzoma O. Okoye. "Social Justice and Social Work Curriculum at the University of Nigeria, Nsukka, Nigeria." Research on Social Work Practice 31, no. 6 (2021): 576–83. http://dx.doi.org/10.1177/10497315211001532.

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Purpose: With increasing incidents of injustices in Nigeria, concerns for social justice have been topical. Social workers are expected to be at the fore of campaigns and implementation of social justice, hence, the question of their preparedness to match these expectations. This article sets out to ascertain whether the content of the curriculum of the Department of Social Work, University of Nigeria, Nsukka, meets these expectations. Method: Focus group discussion and in-depth interviews were used to collect data from purposively selected 20 undergraduates and four postgraduates. Results: Findings show that the students believe that the curriculum has enough social justice content though there is a need for review and change in delivery methods. Discussion: The incorporation of social justice into the curriculum encourages its application by practitioners. It is important to introduce more courses on social justice to impact more on the students and train teachers on better delivery methods.
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Lee, Trevor Tsz-lok, and Stephen Wing-kai Chiu. "Curriculum reform and the social class achievement gap." Social Transformations in Chinese Societies 12, no. 2 (2016): 148–65. http://dx.doi.org/10.1108/stics-05-2016-0002.

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Purpose Through the study of the Liberal Studies reform in Hong Kong, this paper aims to investigate to what extent the curriculum reform makes a difference in the achievement gap between middle-class and lower-class students. Specifically, it examines the variation of the “class gap” between Liberal Studies and other traditional, core subjects in terms of the public examination results, and the major mediators underlying the class effect on the results. Design/methodology/approach Data from a survey of 1,123 students from 15 schools who studied the new curriculum between 2009-2010 and 2011-2012 in Hong Kong were analyzed using the hierarchical multiple regression models. Findings Students’ class backgrounds, mainly indicated by parental education, continue to make a substantive contribution to the achievement gap. Practical implications Given that Liberal Studies’ examination is compulsory for university entrance, the sensitivity of this reform to existing educational inequalities has a significant impact on students’ chances of entering local universities. Originality/value Sociologists have long observed the class gap in education, and this paper adds an important exogenous source, a curriculum change, to the analysis. The Liberal Studies reform has provided a unique opportunity to examine the potential effect of a curriculum change on the class gap. In addition, in view of the absence of empirical evidence in this topic, this paper is an effort to build the evidence base for understanding the outcomes of the reform.
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Loxton, Jane, Chrristine Cunningham, and Marianne Knaus. "An investigation of Early Childhood Staff and Their Transition to the New Western Australian Humanities and Social Sciences Curriculum." Australian Journal of Teacher Education 45, no. 7 (2020): 45–59. http://dx.doi.org/10.14221/ajte.2020v45n7.3.

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In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia’s classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The research is significant because it starts a much-needed conversation about prioritising HASS in the early years of schooling as well as addressing the challenges faced by early childhood teachers as they transition to teaching new curriculum in a core learning area.
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Sheley, Joseph F. "Centering Race and Ethnicity- Related Issues in Social Sciences Curricula." Ethnic Studies Review 26, no. 2 (2003): 49–57. http://dx.doi.org/10.1525/esr.2003.26.2.49.

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A 2002 review of the course requirements and electives of Economics, History, Political Science, and Sociology programs in thirty randomly selected state and private, “doctoral-level” and “masters-level” institutions produced 201 courses relating to the study of race-and ethnic-related issues. Only two courses (History offerings on a single campus) were required for completion of a major. While some departments offered “concentrations” with mandated content, the concentrations themselves were elective. Diversity in America today is a truly important component of social (re)organization and change and, thus, a major source of social friction. Why is it, then, that students, those majoring in the social sciences in particular, are able, by uninformed or informed choice, to complete a degree with but cursory attention to the topic? This essay addresses the reasons for relegation of diversity-related issues to optional status and argues that the situation can and should be reversed.
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Kitchin, William. "The Place of Biopolitics in the Political Science Curriculum." Politics and the Life Sciences 5, no. 1 (1986): 5–13. http://dx.doi.org/10.1017/s0730938400001556.

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Biopolitics should be offered as a separate, independent course in the undergraduate curriculum, and graduate training should be offered within the rubric of political science. The primary reason that biopolitical materials should be covered in the undergraduate, liberal arts curriculum is that there is a need to train students to be vigilant, i.e., to have a critical capacity to confront ideas. Since so much of their lives will be intertwined with the political and so much of the political is better explained by considering biopolitical variables than by not considering them, students need exposure and academic coverage of biopolitical concepts and findings. Biopolitics represents only minor change in the general behavioralistic framework of explaining political phenomena, but represents the introduction into political science of some concepts and variables more widely used in the life sciences. Because biopolitical materials are high in quantity and because they are per se important and increase the explanatory power of traditional behavioralism, a biopolitics course belongs in the political science curriculum. The preparation of qualified teachers and researchers argues for graduate training in biopolitics. Without such graduate training in political science departments, the biopolitical inquiry will primarily be undertaken in disciplines other than political science.
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Dakir, Dakir, Abdul Qodir, and Umiarso El-Rumi. "The Concept of Human Unity and Islamic Inclusive Education: A Study of KH. Imam Zarkasyi’s Thought in Social Change." Al-Ta lim Journal 24, no. 3 (2017): 229–42. http://dx.doi.org/10.15548/jt.v24i3.292.

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This study aims to identify and to analyze KH. Imam Zarkasyi’s paradigm model of thinking in increasing the value of inclusive Islamic education based on human unity value through historical-philosophical approach. The result is that the paradigm model of Tawhid Worldview constitutes rationality value to liberate science bigotry among tribes, ethnic, cultural or religious understanding. Rationality value to build scientific epistemology in Islamic education inclusive curriculum content can be implemented through the integration of social sciences culture of sources of Islamic teachings, the philosophy of Pancasila and socio-cultural diversity of learners locally, nationally and internationally. On the other hand, rationality value will change the learning approach and method, and civilizing values of inclusive education through religious communal environment. The paradigm model can balance value function and mental changes and inclusive personality of local, national and international Muslim generation.
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김명정. "An Analysis on the Change of the Purposes and Contents of Citizenship Education in the Social Studies Curriculum -Focused on the Social Sciences of High School Curriculum-." Theory and Research in Citizenship Education 44, no. 2 (2012): 1–28. http://dx.doi.org/10.35557/trce.44.2.201206.001.

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Dissertations / Theses on the topic "Social sciences Social sciences Curriculum change"

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Nicholson, Yim-wan Annie. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong : the case of F.I-III social studies /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696302.

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Davis, Heather C. "Curriculum Improvement: The Teacher Perspective on Change in the Classroom." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10022009-140421/.

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This study explored the curriculum change experiences of five social studies teachers, from three high schools within one school district located in a western Montana city, integrating an economics curriculum in their eleventh grade U.S. history classrooms for the first time. A review of the related literature on this topic revealed several areas of consideration regarding teachers' curriculum change experiences which guided the data collection and analysis process: commitment, workload, capacity, collaboration, and perception of the teaching profession. This qualitative, within case study was designed to add to the body of quantitative research on curriculum change. Data collection sources include: pre and post interviews, observations, electronic journals, field notes, and document analysis. Five themes emerged from the data analysis of the participants' curriculum change experiences: support, time, motivation, adaptation, and student learning. A skyscraper depicts a visual model of the complex and inter-dependent relationship of themes in the curriculum change process as determined in this study. Each of the themes is presented in narrative format as a vignette giving voice to the teachers' curriculum change experiences. Overall, teachers are positive about curriculum change and look at it as an on-going process to improve curriculum in an effort to increase student learning. The conclusion offers several suggestions to ease the curriculum change process for teachers. Teachers need the support of the community, administrators, colleagues, and outside agencies for continued, successful curriculum change. Teachers need time and space for collaboration, planning, curriculum development, and knowledge building. Teachers need to be able to easily adapt curriculum materials to their own teaching styles and district curriculum guidelines. Teachers are motivated by what interests them and so are students. Curriculum developers and planners need to keep the interests of teachers and students in mind when creating curriculum materials and professional development. Students and teachers demand relevant, current, local examples to increase their understanding and reach the ultimate goal of curriculum change in the classroom: curriculum improvement and increased student learning.
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Farmer, Charles E. Saye John W. "An examination of factors affecting the acceptance of innovative social studies curriculum materials." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Curriculum_and_Teaching/Dissertation/Farmer_Charles_38.pdf.

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Camicia, Steven Paul. "Teaching the Japanese American internment : a case study of social studies curriculum contention /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7839.

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Nicholson, Yim-wan Annie, and 羅艷雲. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong: the case ofF.I-III social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B44569725.

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Bedolla, Patricia Jean. "Coping with paradigmatic influence on educational practices through an analytical approach to change." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1540.

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Cardwell, Steven McDonald. "A study to determine the nature of science teachers' functional paradigms using qualitative research methods." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28593.

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It is believed that one of the overriding factors that has contributed to the resistance to curriculum change on the part of teachers is that some of the new curricula seem to require a major change in teaching methodology and style. This change amounts to a conflict between paradigms. If this belief is correct, then one can argue that there will have to be a shift in teachers' functional paradigms in order for these curriculum innovations to be implemented. The study focuses on the goals, problems, exemplars, and routines, which constitute the "functional paradigms" of teachers. The term "functional paradigm" is meant to convey the idea that the characteristics which unite a community of practitioners are likely to be centered on practical matters: Why do teachers function in particular ways? Do teachers attach "common meanings" to particular situations or entitles? The following specific research questions were examined: 1. What are some of the factors which influence the formulation of teachers' functional paradigms? 2. What is the nature of teachers' functional paradigms? 3. a) What are the perceptions of teachers with regard to curriculum change? b) What is the relationship between teachers' functional paradigms and their perceptions of curriculum change? c) To what extent do teachers' functional paradigms become idiosyncratic when they are faced with a curriculum change? The methodology involved interviews with teachers. A pilot study was conducted prior to the main study. The interviews in the main study were analyzed in terms of six main categories. The results seem to indicate: 1. There are common categories and sub-categories that contribute to the formation, development, and maintenance of teachers/ functional paradigms. They include: o past educational experiences. o background in general. o practicum experiences. o past and present teaching experiences. o curriculum materials. o constraints on teaching. o school, students, and other workers in the school. 2. There seems to be a "core" of common categories among teachers. The intersection of elements within these categories composes the functional paradigms of teachers in general. Although the paradigms are functional in an active sense, they are relatively stable within the "culture", and over the long term. This stability must be considered if innovators in education ever contemplate a change which would require a shift in teachers'" functional paradigms. This commonality of beliefs, routines, problems, and exemplars is probably greater among teachers within the same small segment of the organization than within the entire profession. 3. Evidently, teachers select, interpret, and utilize learning materials in different ways dependent on the nature of their personal functional paradigms. A number of differing elements in teachers'' functional paradigms have been identified. These elements determine how teachers teach in terms of their use of curriculum materials. Curriculum change agents must consider the functional paradigms of individuals and determine how common these paradigms are before attempting a major pedagogical change. This study has shown that if these factors are not considered, then the curriculum change that is contemplated will be reduced to a mere change in content. The teachers will utilize the curriculum materials according to their own functional paradigms. 4. The inertia against curriculum change is most difficult to overcome with more experienced teachers, and more easily overcome with beginning teachers. This suggests that the focus of curriculum implementation needs to be aimed at certain segments of the profession. Somehow the change agents must assist educators to change their functional paradigms to meet the desired ends of the new curriculum prior to implementation. The alternative is the disparity that seems to exist between the curriculum that is intended by the policy makers, the curriculum that is implemented by the teachers, and the curriculum that is ultimately attained by the students.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Kiser, Selena Marie. "An Evolving Change in Public Schools: An Assessment of Teachers' and Administrators' Perceptions and Classroom Changes concerning High-Stakes Testing." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2027.

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The intent of this study was to investigate changes in the curriculum caused by high-stakes testing mandates within 3 Southwest Virginia school systems to find best practices for instructional application in classrooms. This qualitative study was comprised of indepth interviews and observations with elementary school teachers and administrators. High-stakes testing has impacted the nation in myriad ways. The mandates from the government presented teachers and administrators with conditions that must be met according to the No Child Left Behind Act and individual state's standards. Teachers' perceptions of curriculum changes, Developmentally Appropriate Practices (DAP), testing mandates according to high-stakes testing, and accountability were examined through personal interviews and classroom observations. This study focused on policies and practices of esteemed teachers' creative abilities as they adhered to mandates and captivated students' abilities to perform in the classroom. Teachers and administrators shared their feelings and perceptions regarding new policies and how they made changes within the classrooms and school systems. The findings indicated that the most prevalent ideas concerning teachers and administrators developed into the patterns: educators' level of satisfaction, students' stress, school changes, and our future. Educators' level of satisfaction was the most frequent theme that demonstrated high-stakes testing affected their overall happiness level. The research reflected that educators were negatively affected by high-stakes testing. Constructive ideas were identified as to how they maintained creativity within the classroom that could inspire critical thinking. A model was developed to demonstrate the findings for best instructional practices for teaching high-stakes standards in the classroom. This research should add to existing research in this area and provide information that other educators might apply to their own classroom or educational environment. The participants in this study were the change agents, and their attitudes regarding the changes affected the decisions they made with the school curriculum.
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Ricco, George Dante. "Degree program changes and curricular flexibility| Addressing long held beliefs about student progression." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613363.

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<p> In higher education and in engineering education in particular, changing majors is generally considered a negative event - or at least an event with negative consequences. An emergent field of study within engineering education revolves around understanding the factors and processes driving student changes of major. Of key importance to further the field of change of major research is a grasp of large scale phenomena occurring throughout multiple systems, knowledge of previous attempts at describing such issues, and the adoption of metrics to probe them effectively. The problem posed is exacerbated by the drive in higher education institutions and among state legislatures to understand and reduce time-to-degree and student attrition. With these factors in mind, insights into large-scale processes that affect student progression are essential to evaluating the success or failure of programs. </p><p> The goals of this work include describing the current educational research on switchers, identifying core concepts and stumbling blocks in my treatment of switchers, and using the Multiple Institutional Database for Investigating Engineering Longitudinal Development (MIDFIELD) to explore how those who change majors perform as a function of large-scale academic pathways within and without the engineering context. To accomplish these goals, it was first necessary to delve into a recent history of the treatment of switchers within the literature and categorize their approach. While three categories of papers exist in the literature concerning change of major, all three may or may not be applicable to a given database of students or even a single institution. Furthermore, while the term has been coined in the literature, no portable metric for discussing large-scale navigational flexibility exists in engineering education. What such a metric would look like will be discussed as well as the delimitations involved. </p><p> The results and subsequent discussion will include a description of changes of major, how they may or may not have a deleterious effect on one's academic pathway, the special context of changes of major in the pathways of students within first-year engineering programs students labeled as undecided, an exploration of curricular flexibility by the construction of a novel metric, and proposed future work.</p>
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Prosser, Rina Marie. "Laying the Foundation for New Approaches in Evidence-Based Sex Education Curriculum Programs: A Family Life Policy Change." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1208.

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The teen pregnancy rate in Henry County, Tennessee has increased over the years. The purpose of this project was to develop an evidence-based family life education policy for possible adoption by the board of education to address the persistent high teen pregnancy rate for girls aged 15-17 in the county. This present study resulted in a revised policy that was based on a comprehensive policy termed Abstinence-Centered Plus Contraception. An 18-member collaborative, organizational, and community project team, made up of community leaders, nurses, counselors, teachers, and students, assisted in the development and adoption of the policy, practice guidelines, and the development of implementation and evaluation plans for the newly adopted policy. The theoretical framework was based on the social, cognitive, and behavior change theories. The program logic model served as a framework to monitor its progress. Existing peer-reviewed literature, including research studies, state and national teen pregnancy prevention projects and curriculum, and publicly available statistics, were gathered and reviewed by the project team as background to be used for developing and changing policy at the institutional level. Project monitoring involved tracking processes surrounding policy and practice guideline development and adoption, as well as implementation and evaluation plan development for the adopted policy and whether these processes progressed as the empirically-derived teen pregnancy prevention projects should when changing sex education policy at the organizational level. This project resulted in policy adoption and developing a policy implementation and evaluation plan to be disseminated within a county school system that could decrease teen pregnancy rates and demonstrate positive outcomes.
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Books on the topic "Social sciences Social sciences Curriculum change"

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Centre for Higher Education Transformation, ed. A tale of three countries: Social sciences curriculum transformations in Southern Africa. Juta, 2003.

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Kovaleva, Elena. Progress and issues of reforming social science curricula in Ukraine. Civic Education Project, 2000.

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Asociación Universitaria del Profesorado de Didáctica de las Ciencias Sociales., ed. Un currículum de ciencias sociales para el siglo XXI: Qué contenidos y para qué. Díada Editora, 1999.

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The tragedy of American school reform: How curriculum politics and entrenched dilemmas have diverted us from democracy. Palgrave Macmillan, 2011.

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Noble, Trevor. Social theory and social change. St. Martin's Press, 2000.

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Halsall, Jamie P., and Michael Snowden, eds. The Pedagogy of the Social Sciences Curriculum. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-33868-2.

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Managing the social studies curriculum. Technomic Pub. Co., 1991.

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

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Kelly, Bob. An introduction to the social sciences: Understanding social change. 3rd ed. Open University, 2004.

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1956-, Ross E. Wayne, ed. Democratic social education: Social studies for social change. Falmer Press, 2000.

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Book chapters on the topic "Social sciences Social sciences Curriculum change"

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Cook, Ian G., and Paresh Wankhade. "A Model for Change: Sharing Ideas and Strategies." In The Pedagogy of the Social Sciences Curriculum. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33868-2_8.

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Davis, Peter, and Roy Lay-Yee. "Tracking Societal Change: Descriptive Results." In Computational Social Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04786-3_9.

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Davis, Peter, and Roy Lay-Yee. "Tracking Societal Change: Its Major Components." In Computational Social Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04786-3_4.

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Magala, Slawomir. "Changing Social Change." In Operational Research and the Social Sciences. Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-0789-1_51.

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Peixoto, Tiago P., and Martin Rosvall. "Modelling Temporal Networks with Markov Chains, Community Structures and Change Points." In Computational Social Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23495-9_4.

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Walton, Doug. "Social Systems Design in Organizational Change." In Translational Systems Sciences. Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54478-4_9.

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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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Maneschi, Andrea. "Globalization and Climate Change." In Global Phenomena and Social Sciences. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60180-9_4.

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Urry, John. "Climate Change and Society." In Why the Social Sciences Matter. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137269928_4.

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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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Conference papers on the topic "Social sciences Social sciences Curriculum change"

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Lloyd, Clare, Annika Herb, Michael Kilmister, and Catharine Coleborne. "Partnerships and Pedagogy: Transforming the BA Online." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13001.

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There has been much written recently round the “digital revolution” of universities (Nascimento Cunha et al., 2020). Indeed, in 2020 the COVID-19 pandemic demonstrated the need for universities to adapt and adopt new technological tools for teaching and learning, as both the global world we live in changed, and as students adapted to the continually evolving digital landscape. The BA Online is a new interdisciplinary online presence for the humanities and social sciences, and includes a focus on constructive alignment, innovative learning objects, and social learning. The semester-long courses were built as a supported social learning experience that is purposefully constructed with a narrative. This article reveals how the BA Online project was realised through the use of partnerships, particularly that of the university learning designers who worked very closely with both the online learning platform FutureLearn and academic staff in curriculum design and course transformation.
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Inang Prambudi, Dholina. "Integrating Disaster Mitigation Education in the Elementary School Curriculum." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.19.

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Sholahuddin, Arif, and Leny Yuanita. "The Cognitive Style-Based Learning Strategy in Webbed Curriculum of Elementary School." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.9.

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Agustin, Herlina, Dadang Rahmat Hidayat, and Rinda Aunillah Sirait. "The Ignorance of Coral Reefs Conservation Content on Tourism Vocational High School Curriculum in Pangandaran." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007418202180225.

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"Reflection on Curriculum and Teaching Theory in the Context of Internet." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.015.

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Mylonopoulou, Vasiliki, Karin Väyrynen, and Minna Isomursu. "Designing for Behavior Change - 6 Dimensions of Social Comparison Features." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2018. http://dx.doi.org/10.24251/hicss.2018.363.

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Gonzàlez Mediel, Olga, and Esther Luna González. "The intercultural curriculum: an educational need." In The 3rd Human and Social Sciences at the Common Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/hassacc.2015.3.1.162.

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Puspitasari, Ratna. "Curriculum Analysis of Possible Social Capital in IPS Learning in MTs/ SMP Cirebon City." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.60.

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Munawaroh, Beti, and Muhsinatun Siasah Masruri. "The Role of Curriculum in The Student' Geography Learning Outcome in SMA Sekadau Hulu, West Kalimantan Barat." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007423304920494.

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"College Physical Education Curriculum Reform and the Cultivation of College Students' General Ability." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.126.

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Reports on the topic "Social sciences Social sciences Curriculum change"

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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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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&amp;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&amp;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&amp;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&amp;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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