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Journal articles on the topic 'Social sciences Social sciences Educational technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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1

Yurevich, N. V., and T. A. Kozlova. "EDUCATIONAL TECHNOLOGY TO FORM THE BASICS OF SOCIAL WORLDVIEW." Bulletin of the South Ural State University series "Education. Educational Sciences" 13, no. 3 (2021): 35–44. http://dx.doi.org/10.14529/ped210303.

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Based on theoretical and experimental research on the problems of education reform in the context of humanitarization of education, the authors elaborate and present a model of educational technology used to reform the activities in humanitarization of educational process, to create a flexible effective system at secondary school with the focus on teaching natural science disciplines. The theoretical study shows that humanization and humanitarization of education as a holistic system does not have a mechanism to implement social and pedagogical technologies and does not have a driver to realize this educational concept. This fact led to the development of educational technology aimed to form the basics of social worldview. The authors offer possible solutions for the problem by uncovering the pedagogic potential of natural sciences’ disciplines in forming the basic social determinants, namely, social competence and social intelligence of the students of secondary school. The main methods used are: the method of philosophical and subject expansion of natural sciences’ disciplines as a resource to form and develop social intelligence in the context of humanitarization of natural sciences, and statistical analysis to process the quantitative results of the pedagogical experiment. The development of a model of the author's technology is based on ecological approach to the research and design of educational environments. The methods of organizing educational technology that form the foundations of social worldview and paradigm of social thinking in modern conditions of scientific and technical progress are presented. The experimental data show that the organization of educational process of the secondary school students (7–11 forms) according to the model of social and pedagogical technology provides the increase of the level of quality of educational activity that satisfies the educational demand and meets the requirements of Federal Educational Standards of Russian Federation are present in the work. The authors considered the achievements of natural sciences from the point of view of the search for a public ideal. They made recommendations on the application of new scientific approaches, on the introduction of new interpretations, concepts of physical and natural-scientific outlooks. The developed educational technology contributes to the change of thinking paradigm, addressing the problem of authentic understanding of the world. This socio-pedagogical technology contributes to the creation of interdisciplinary interaction and interpenetration of the scientific and humanitarian understanding of the world within the framework of the modern concept of natural sciences.
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2

Korolija, Jasminka, and Jelena Stanisic. "Sciences education for connecting science, technology and the society." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 461–76. http://dx.doi.org/10.2298/zipi0902461k.

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Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school.
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Ho, Shirley S., Jiemin Looi, Yan Wah Leung, and Tong Jee Goh. "Public engagement by researchers of different disciplines in Singapore: A qualitative comparison of macro- and meso-level concerns." Public Understanding of Science 29, no. 2 (2019): 211–29. http://dx.doi.org/10.1177/0963662519888761.

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Guided by neo-institutional theory, this study compares how researchers from science, technology, engineering, and math disciplines differ from researchers from the arts, humanities, and social sciences fields in terms of how macro- and meso-level concerns shaped their willingness to conduct public engagement. Focus group discussions conducted among researchers based in Singapore revealed that science, technology, engineering, and math and arts, humanities, and social sciences researchers held different macro-level concerns. Particularly, science, technology, engineering, and math researchers raised more concerns about media misrepresentation, while arts, humanities, and social sciences researchers were more concerned about receiving political repercussions and public backlash. With regard to meso-level considerations, researchers from all disciplines cited similar institutional constraints for public engagement; however they possessed varying public engagement competencies and held differing perceptions of their social duty to engage the public. Hence, researchers of different disciplines desired different kinds of media training. Policy and managerial implications as well as directions for future research were provided.
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4

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

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The article deals with a constructive role of socio-humanitarian and philosophical knowledge in the system of natural science structures. It is proved that the relevance of socio-humanities and philosophy is a response to the challenges of the modern technology-based civilization, where exact and natural sciences call for revival of a philosophic component in the education system and science. In the article, the main cause-and-effect relations that have resulted for modern societies in the demand for revival of philosophic and socio-humanitarian knowledge in science and education are revealed. A new paradigm for the development of philosophic and socio-humanitarian knowledge is presented.
 The authors present the implementation results of a new interdisciplinary dialogue in the system of socio-humanities and natural sciences within the Zaporizhzhia State Medical University, where the Department of Social Studies has adapted and implemented a number of projects in this area. One of which is the School for Young Lecturers – project in the framework of practice-oriented education
 The article emphasizes that the return of social science to the higher education system and its role in science must be considered as a complex, multi-level process that should be studied and comprehended for its optimal implementation.
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5

Ahlert, Alvori. "Educational policy for the democratization of access to science and technology." Athenea Digital. Revista de pensamiento e investigación social, no. 12 (November 5, 2007): 25. http://dx.doi.org/10.5565/rev/athenea.367.

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Ahlert, Alvori. "Educational policy for the democratization of access to science and technology." Athenea Digital. Revista de pensamiento e investigación social, no. 12 (November 5, 2007): 25. http://dx.doi.org/10.5565/rev/athenead/v0n12.367.

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7

Hurd, Paul DeHart. "Closing the Educational Gaps Between Science, Technology, and Society." Bulletin of Science, Technology & Society 12, no. 3 (1992): 127–35. http://dx.doi.org/10.1177/027046769201200302.

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8

Jahongirov, Burxon B. "SCIENTIFIC AND TECHNICAL RELATIONS OF UZBEKISTAN WITH EUROPEAN COUNTRIES." JOURNAL OF LOOK TO THE PAST 4, no. 2 (2021): 16–22. http://dx.doi.org/10.26739/2181-9599-2021-2-2.

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In this article, Uzbekistan’s international relations in the field of science have literally developed during the years of independence. The higher educational institutions of the Republic of Uzbekistan and the research institutes and research centers of the Academy of Sciences have estabilishad bilateral and multilateral scientific cooperation with their European partners. The result was a scientific cillabaration that was previousiy impossible for obvious reasons. Research works on topical scientific topics of world science, economic and social significance for our region, in particular, Uzbekistan.Index Terms: science, science and technology, research, research center, Academy of Sciences, higher education, department, faculty, student, grant, international program, cooperation, agreement
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9

Park, Yong-Tae. "Toward the Linkage Between Technology and Social Science: Practical Disciplines and Educational Models." Bulletin of Science, Technology & Society 19, no. 1 (1999): 51–59. http://dx.doi.org/10.1177/027046769901900109.

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10

Abrahams, Caryl, and Sarath Chandrasekere. "Transferring educational technology through a social development model of consultation." International Social Work 33, no. 3 (1990): 213–23. http://dx.doi.org/10.1177/002087289003300304.

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11

Hawkridge, David. "The Next Educational Technology in Higher Education." Innovations in Education & Training International 33, no. 1 (1996): 5–12. http://dx.doi.org/10.1080/1355800960330102.

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12

Davarpanah, Mohammad Reza. "The International Publication Productivity of Malaysia in Social Sciences." Journal of Scholarly Publishing 41, no. 1 (2009): 67–91. http://dx.doi.org/10.3138/jsp.41.1.67.

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Lopez-Rivera, Zoila Carolina. "La Enseñanza de las Ciencias Naturales desde el enfoque de la Apropiación Social de la Ciencia, la Tecnología y la Innovación ASCTI en la educación básica – media -Teaching Natural Sciences from Social Appropriation of Science, Technology and Innovation SASTI Approach in Primary and Secondary School." Revista Científica 2, no. 22 (2015): 75. http://dx.doi.org/10.14483/10.14483/udistrital.jour.rc.2015.22.a6.

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Este ensayo plantea algunas consideraciones en torno a las diferentes tensiones y problemáticas que se establecen entre la actual enseñanza de las ciencias naturales y las exigencias que emergen desde la perspectiva de la apropiación social de la ciencia, la tecnología y la innovación (ASCTI). Se presentan aspectos teóricos y conceptuales que resultan de este enfoque. Por último, se plantea una reflexión metodológica basada la innovación social educativa ISE que permite la caracterización de los elementos básicos que fundamentarían la enseñanza de las ciencias naturales desde las ASCTI.Teaching Natural Sciences from Social Appropriation of Science, Technology and Innovation SASTI Approach in Primary and Secondary SchoolThis paper presents some considerations regarding different tensions and issues between current Natural Sciences teaching and the emerging demands from the perspective of Social Appropriation of Science, Technology and Innovation (SASTI). It also presents theoretical and conceptual aspects resulting from this approach. Finally, it offers a methodological reflection based on Social Educational Innovation (ISE) which allows the characterization of the basic elements that would base Natural Sciences teaching from ASCTI.O Ensino das Ciências Naturais do foco da apropriação social da Ciência, Tecnologia e Inovação ASCTI educação básica - medeiaEste artigo apresenta algumas considerações sobre as diversas tensões e problemas que existem entre o ensino atual de ciências naturais e demandas que surgem para este a partir da perspectiva da apropriação social da ciência, tecnologia e inovação ASCTI. Apresentando aspectos teóricos e conceituais que resultam desta abordagem. Finalmente, o que representa uma reflexão metodológica com base na inovação social educacional ISE a partir do qual os elementos básicos que iria basear o ensino das ciências naturais da ASCTI são caracterizados.
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14

Raffaghelli, Juliana, and Stefania Manca. "Is There a Social Life in Open Data? The Case of Open Data Practices in Educational Technology Research." Publications 7, no. 1 (2019): 9. http://dx.doi.org/10.3390/publications7010009.

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In the landscape of Open Science, Open Data (OD) plays a crucial role as data are one of the most basic components of research, despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers, as the basis for good Open Science practices. The common factor underlying these new practices—the relevance of promoting Open Data circulation and reuse—is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, Open Data sharing is much less developed in Social Sciences and in educational research. In this study, practices of OD publication and sharing in the field of Educational Technology are explored. The aim is to investigate Open Data sharing in a selection of Open Data repositories, as well as in the academic social network site ResearchGate. The 23 Open Datasets selected across five OD platforms were analysed in terms of (a) the metrics offered by the platforms and the affordances for social activity; (b) the type of OD published; (c) the FAIR (Findability, Accessibility, Interoperability, and Reusability) data principles compliance; and (d) the extent of presence and related social activity on ResearchGate. The results show a very low social activity in the platforms and very few correspondences in ResearchGate that highlight a limited social life surrounding Open Datasets. Future research perspectives as well as limitations of the study are interpreted in the discussion.
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15

Göpfert, Winfried. "Scheduled science: TV coverage of science, technology, medicine and social science and programming policies in Britain and Germany." Public Understanding of Science 5, no. 4 (1996): 361–74. http://dx.doi.org/10.1088/0963-6625/5/4/004.

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I present an analysis of the content, audience share and scheduling of TV coverage of science, technology, medicine and social science in Britain and Germany. The sample consists of all science-related programmes broadcast from October to December 1992 during broadly defined peak hours. Four British TV channels were compared with 16 German channels. Nine different content categories were defined, which exhibited some interesting differences. There were some differences in the programme makers' approach to different subjects such as medicine, environment and social sciences; and there were many differences in scheduling practices. The more competitive market in Germany leads to an even sharper separation between the public and the commercial sector, but a second distinction seems to be more important: the public sector, at least, tends to separate a more popular from a more specialist strand. Strategies for science broadcasting are discussed with comments from prominent science producers and editors in both Britain and Germany.
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16

Liverovskaya, Tatyana, and Marina Pikulenko. "THE CALIFORNIA ACADEMY OF SCIENCES AS A PRIME EXAMPLE OF THE AMERICAN MUSEUM." LIFE OF THE EARTH 43, no. 2 (2021): 202–16. http://dx.doi.org/10.29003/m2026.0514-7468.2020_43_2/202-216.

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The article is dedicated to one of the largest museum centers of natural history in the world - the California Academy of Sciences (San Francisco, USA), which is, since its founding in 1853, both a research and scientific and educational organization. The California Academy of Sciences, in its current version, presents a prime example of the development of basic museum’s concepts in USA: guardianship, corporate museum, museum communication, achieving the goals of sustainable development of society, the involvement in science the population on the basis of the system “STEM-education” (Science, Technology, Engineering Mathematics). The article analyzes the history and modern activities of the museum in terms of exhibition features, scientific and educational practice. Architectural, artistic and engineering solutions, features of internal infrastructure, themes, content and design of the exhibition complex reflect the stated national mission to "explore, explain and sustain"), in accordance with the implementation of the declared environmental concept of sustainable development (fighting global climate warming, the development of technologies of energy conservation, cleanliness and waste of production, etc.). On the basis of our own museum observations, analysis of literary data, we can conclude that museums as social institutions and interactive technologies used in the educational process are most suitable for the task of introducing the widest range of citizens to science and culture. The example of the California Academy of Sciences provides important guidelines for the development of museums in our country.
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17

Engle, Randall K. "The Mythos of Educational Technology." Bulletin of Science, Technology & Society 21, no. 2 (2001): 87–94. http://dx.doi.org/10.1177/027046760102100202.

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18

Rupnik, Denis, and Stanislav Avsec. "EFFECTS OF A TRANSDISCIPLINARY EDUCATIONAL APPROACH ON STUDENTS’ TECHNOLOGICAL LITERACY." Journal of Baltic Science Education 19, no. 1 (2020): 121–41. http://dx.doi.org/10.33225/jbse/20.19.121.

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Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students’ technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students’ TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school. Keywords: technology education, transdisciplinary educational approach, real-life problems, technological literacy.
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19

Eisler, Matthew N. "“The Ennobling Unity of Science and Technology”: Materials Sciences and Engineering, the Department of Energy, and the Nanotechnology Enigma." Minerva 51, no. 2 (2013): 225–51. http://dx.doi.org/10.1007/s11024-013-9224-z.

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Pols, Hans. "Biomedical Platforms: Technology in Modern Science." Minerva 43, no. 3 (2005): 331–34. http://dx.doi.org/10.1007/s11024-005-6514-0.

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Lamanauskas, Vincentas. "NATURAL SCIENCE AND TECHNOLOGY EDUCATION: IMPORTANCE OF VALUES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (2015): 124–26. http://dx.doi.org/10.48127/gu-nse/15.12.124.

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In recent years, both in Lithuania and in other countries, natural science and technology development is given emphasis to. Decreasing youth interest in natural sciences and/or technology has become a big concern. On the one hand, such concern is reasonable, because youth motivation choosing the studies at universities is usually directed to social and humanitarian sciences. Such a situation is determined by a number of reasons. Anyway the choice of a further way is closely connected with the values of the younger generation. Progress in science and technology is very high. Progress in the sphere of formation of values of society sharply lags behind. So, value component of natural science and technology education should become a priority in all education system, at all its levels. Values should be systematically inoculated, directing young people to become mature personalities. This means the ability to apply the acquired knowledge and abilities practically, to solve everyday life problems, to educate self-confidence, feel responsibility and be able to adapt to the changing environment and seek to save the environment, suitable for the man’s existence. Values are formed not adapting to the situation “here and now”, but orienting to future perspective “there and then”. Value component of natural science and technology education should occupy a proper place in educational practice, and should be more exhaustively examined in a scientific sense. Key words: science education, technoogy education, values formation.
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22

Popkewitz, Thomas S. "The paradoxes of practical research: The good intentions of inclusion that exclude and abject." European Educational Research Journal 19, no. 4 (2020): 271–88. http://dx.doi.org/10.1177/1474904120915391.

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There is an alluring, daunting, and haunting desire for practical knowledge in the contemporary social and education sciences about school change. This desire is not new: it haunts the turn of 20th century social sciences to change urban conditions and populations, and appears today in international school assessments and professional education. The article explores the paradoxes of practical research through a history of the present. Different historical lines activated in contemporary research are discussed: (a) the object of practical knowledge is making kinds of people; (b) the sciences about changing the present embody desires about the potentialities of society and people that research is to actualize; and (c) the “useful, practical knowledge” paradoxically embodies comparative styles of reasoning that inscribe inequality in the search for equality. The argument focuses on science as “an actor” in governing. It argues that governing in modernity occurs less through brute force (although it is still present) and more through the principles that order and classify conduct. The sciences of the modern school are central in this governing. The article methodologically draws on social and cultural histories, science and technology studies, and studies of the politics of knowledge.
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Aryanto, Teguh, Rasimin Rasimin, and Abdul Ghoni. "WEBSITE DEVELOPMENT IN SOCIAL KNOWLEDGE SCIENCE LEARNING WITH CMS WORDPRESS APPLICATIONS." Primary: Jurnal Pendidikan Guru Sekolah Dasar 9, no. 4 (2020): 442. http://dx.doi.org/10.33578/jpfkip.v9i4.7966.

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The development of science, technology and art (science and technology) brings global changes, including in the world of education. This development demands quality human resources to create increasingly attractive media and educational materials. This development research aims to look at the effectiveness of website products with wordpress applications to improve learning outcomes of fourth grade MI students. Based on the feasibility level of the media with a score of 82.89 and the material with a score of 96.25 shows that the media is valid enough to be tested in the experimental group. The trial results showed a significant improvement in student learning outcomes in the Social Sciences sub-topic Uniqueness of the Place Where I Live. This type of research is Research Reseach Development and Development (R&D) with ADDIE model procedures performed. The feasibility level of the media and material is 55 with. Student learning value is measured by the Minimum completeness Criteria (KKM) 70, the student learning outcomes achieved indicate an increase in class average from 55.00 to 85.50 of students totaling 20. The data was obtained in the experimental phase of the experimental class with the pretest instrument and post test. The conclusion of the research is that the website learning media with wordpress application effectively improves the learning outcomes of fourth grade students of MI Sunan Pandanaran (MISPA), Sardonoharjo Ngaglik Sleman Temple on Social Studies sub theme theme of Regional Uniqueness in my place.
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Alamri, Basim. "Multilingual Scholars’ Experiences in Publishing in the Social Sciences and Humanities." Journal of Scholarly Publishing 52, no. 4 (2021): 248–72. http://dx.doi.org/10.3138/jsp.52.4.04.

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Multilingual scholars in the social sciences and humanities at universities in Saudi Arabia face challenges to publishing in international English-language scholarly journals. This study aims to investigate their attitudes and needs and the obstacles they encounter. It also explores how deans of scientific research respond to scholars’ obstacles and needs. The study takes a mixed-methods approach, with a questionnaire and interviews with faculty and deans at Saudi universities. The faculty members’ interest in conducting research and publishing is lower than their estimation of the importance of these activities. They reported barriers to research and publication, chiefly a lack of funding and a lack of time. They also expressed a need for training in disciplinary writing for publication purposes. Finally, the deans of scientific research described various initiatives at their universities for assisting faculty with research and writing. The study ends with suggestions for what Saudi universities could do to help increase the number of publications by their faculty.
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Stewart, Tom. "Technology and social behaviour." Behaviour & Information Technology 32, no. 10 (2013): 965–67. http://dx.doi.org/10.1080/0144929x.2013.856121.

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Damaševičius, Robertas, Rytis Maskeliūnas, and Tomas Blažauskas. "Faster pedagogical framework for steam education based on educational robotics." International Journal of Engineering & Technology 7, no. 2.28 (2018): 138. http://dx.doi.org/10.14419/ijet.v7i2.28.12897.

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Globalization and sustainable development requires shifting education targets from acquisition of structures knowledge to the mastery of skills. Robot-aided learning can used as a tool of creativity in AHSS (Arts, Humanities and Social Sciences) classes thus attracting the attention of learners to cross-disciplinary subjects with elements of STEM (Science, Technology, Engineering, and Mathematics), which is expanded to STEAM (STEM + All). The presented FASTER pedagogical framework is based on the combination of project-based teaching, educational robotics and team based learning for achieving educational aims and supporting creativity in class. We describe the practical use of the framework in a university course, with specific examples of student projects. Finally, we discuss the educational implications of the framework and beyond.
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Trusz, Sławomir. "Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors." Social Psychology of Education 23, no. 3 (2020): 615–39. http://dx.doi.org/10.1007/s11218-020-09551-5.

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Ellis, Margaret. "The Challenge of Incorporating Educational Technology into an Established Research University." Innovations in Education & Training International 34, no. 4 (1997): 257–62. http://dx.doi.org/10.1080/1355800970340404.

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Yager, Robert E. "STS Challenges for Accomplishing Educational Reform: The Need for Solving Learning Problems." Bulletin of Science, Technology & Society 18, no. 5 (1998): 315–20. http://dx.doi.org/10.1177/027046769801800501.

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STS represents a significant reform effort in science/technology education in grades kindergarten through the undergraduate collegiate years. It focuses on use of constructivism as a way of learning and a broader view of science, and as a way of assessing learning for real understanding. Basic to STS is teaching and the assessment of learning in multiple domains, namely, concepts, processes, the application of both to new situations, the nature and history of science, creativity skills, and attitude. When education occurs in STS classrooms, students grow significantly in all domains and more so than in traditional classrooms.
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Corby, Kate. "Technology and Quality in Educational Scholarly Communication." Behavioral & Social Sciences Librarian 26, no. 3 (2008): 7–19. http://dx.doi.org/10.1080/01639260802164548.

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Rieber, Alfred J. "Politics and Technology in Eighteenth-Century Russia." Science in Context 8, no. 2 (1995): 341–68. http://dx.doi.org/10.1017/s0269889700002052.

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The ArgumentThe question posed by this paper is why the Russian autocracy failed to pursue successfully Peter the Great's conscious policy of creating a society dominated by technique and competitive with technological levels achieved by Western Europe. The brief answer is that Peter's idea of a cultural revolution that would create new values and institutions hospitable to the introduction of technology clashed with powerful interests within society. The political opposition centered around three groups which were indispensable to the state in fulfilling his vision: the nobility, the clergy, and the scientific establishment. Peter's original intention was to combine theoretical models and technology transfer from the West with educational reforms in Russia to produce new cadres of technical specialists. He attempted to adapt the Leibniz-Wolff cosmology to Russian conditions in order to reconcile ideological conflicts between military service and technical training, science and religion, theory and practice. The embodiment of his ideas in Russian science and religion were Mikhail Lomonosov and Feofan Prokopovich. Under his successors Peter's supporters encountered increased resistance: from the nobility to technical education, from the clergy to the scientific outlook, and from the Academy of Sciences to practical work. All three interest groups were willing to sacrifice real political rights for a recognition by the states of their autonomy to define their social roles. In the end the compromise was effected at the expense of Peter's ideal of the society dominated by technique.
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Pham Ngoc Tram, Ngo Minh Sang, Nguyen Van Hiep,. "The Innovation Process of Teaching Methods Specialized in Universities of Social Studies in Vietnam – Current Situation and Solution." Psychology and Education Journal 58, no. 2 (2021): 868–75. http://dx.doi.org/10.17762/pae.v58i2.1961.

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Innovating university teaching methods in social sciences and humanities is an issue that is always concerned and posed under many different angles at each time and society's requirements. With the historical approach, the system-structure approach, the article analyzes and assesses the current status of teaching methods in social sciences and humanities at university level in Vietnam. On that basis, the article suggests a few solutions to innovate teaching methods such as: renewing faculty thinking in an open direction and approaching advanced teaching methods, improving traditional teaching methods, combine a variety of teaching methods, apply problem-solving teaching, increase the rational use of teaching facilities and information technology to support teaching in the social sciences and humanities university literature in Vietnam.
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Papon, Pierre. "Science and technology policy in France: 1981?1986." Minerva 26, no. 4 (1988): 493–511. http://dx.doi.org/10.1007/bf01096495.

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Korsmo, Fae L. "Marine Science and Technology: History, Politics, and People." Minerva 44, no. 1 (2006): 119–23. http://dx.doi.org/10.1007/s11024-005-5396-5.

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Albert, Mathieu, and Daniel Lee Kleinman. "Bringing Pierre Bourdieu to Science and Technology Studies." Minerva 49, no. 3 (2011): 263–73. http://dx.doi.org/10.1007/s11024-011-9174-2.

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36

Salam, Abdus. "Notes on science, technology and science education in the development of the south." Minerva 29, no. 1 (1991): 90–108. http://dx.doi.org/10.1007/bf01096299.

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37

Budka, Philipp, and Claudia Schallert. "Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning." Learning Inquiry 3, no. 3 (2009): 131–42. http://dx.doi.org/10.1007/s11519-009-0045-9.

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38

Vicino, Gonzalo. "The Teaching of Astronomy and Social and Economic Development." International Astronomical Union Colloquium 105 (1990): 403–5. http://dx.doi.org/10.1017/s025292110008739x.

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Sometimes we may ask ourselves how can astronomy, a science with apparently few points of contact with technology or industrial production, help the economic development of people?My paper is an account of an experiment undertaken in Uruguay on the teaching of astronomy in secondary schools. We seek to show how astronomy may contribute to the development of nations that, like Uruguay, need to create their own technologies to overcome their economic backwardness.Though the introduction of astronomy in the secondary education curriculum in Uruguay dates back to 1889, in 1986 the Educational Supervisory Office made a radically different proposal for the methodological and programmatic orientation of astronomy teaching. The proposed goal is clear: the teaching of astronomy in secondary education should be geared not to train technicians but to create a scientific-minded youth. It is not important if later, in their university studies, these young people go into medicine, engineering, or economics; the important thing is a reevaluation of sciences in the eyes of adolescents, who often slide along the comfortable slope of certain humanistic areas, in which they wind up by the process of elimination. (One often hears the argument, “I’m studying law because it doesn’t have mathematics.”) Further, above all those considerations, the most important thing is to create thinking minds, the minds of free people.
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Fu'ad, Mochammad. "AGAMA DAN PENDIDIKAN KARAKTER: PENGEMBANGAN KEILMUAN DAN KOMPETENSI PROGRAM STUDI PADA UIN SUNAN KALIJAGA YOGYAKARTA." Jurnal Pendidikan Agama Islam 11, no. 2 (2017): 149–68. http://dx.doi.org/10.14421/jpai.2014.112-01.

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The problems of the present and future perspectives change IAIN Sunan Kalijaga be UIN will undoubtedly bring new problems, namely how to formulate the curriculum and implementation of education. In the global scale of the problem is always related to the issue of “ten educational issues of the future” as a result of changes in the field of science and technology, economic and demographic, social, cultural, and religious. By way of putting this issue will be developed research that questioned whether functionally-paedagogis UIN could produce improved inter-generational and intra-generational Muslim personality, the ability of science, technology and art, as well as spirited interpreneurship (skills for independent living).Religion and character education seems to be the cornerstone of this program of education and the learning process in UIN Sunan Kalijaga Yogyakarta. Changes that occur in the real UIN Sunan Kalijaga is a change in the college of the Institute into a university. The changes are made to declare a new paradigm and conducted a study of the religious sciences and general sciences, ie interconnect integration paradigm. This paradigm requires the effort to dialoging openly and intensive educational development Qur’anic perspective, the program and the whole educational process between the study of Scripture (hadlarah an-nas), scholarly study (hadlarah al-ilm), and are concerned with the territory implementation, real praxis in reality and ethics (hadlarah al-falsafah).
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Antoniou, Chrystalla G., and Andri Ioannou. "Technology for Social Change in school contexts: A new landscape for K-12 educational technology research." Education and Information Technologies 23, no. 6 (2018): 2363–78. http://dx.doi.org/10.1007/s10639-018-9721-7.

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41

Bílek, Martin. "INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 4 (2018): 532–34. http://dx.doi.org/10.33225/jbse/18.17.532.

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In the time of curricular reforms across the Europe another chance appeared towards increasing learners´ interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. Innovations in natural science instruction can be conducted in various ways, e.g. (Bílek & Klečková, 2006): (1) learners´ interest in natural sciences and their instruction (What am I interested in?; What would I like to learn?; What learning content should be learned?) – answers to these questions were discussed i.e. in the analysis of the international comparative study ROSE (Relevance of Science Education) (ROSE Project, 2018), (2) context of instruction (optimally – “school science”, application context, social context, personality context), (3) learning content (standards; Framework and School programmes; traditions; new topics) or (4) competences (key competences; “scientific literacy“; activities in natural science).
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Geraci, Diane. "The International Association for Social Science Information Service and Technology (IASSIST)." College & Research Libraries News 49, no. 8 (1988): 530–32. http://dx.doi.org/10.5860/crln.49.8.530.

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Geraci, Diane. "The International Association for Social Science Information Service and Technology (IASSIST)." College & Research Libraries News 51, no. 9 (1990): 869–71. http://dx.doi.org/10.5860/crln.51.9.869.

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44

Vasilevskaya, Elena, and Viktor Khvalyuk. "CHEMISTRY IN THE NEW GENERATION OF UNIVERSITY EDUCATION STANDARDS IN BELARUS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 3 (2009): 24–28. http://dx.doi.org/10.48127/gu-nse/09.6.24b.

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The article presents the structure and content of a new generation of post-secondary education standards in Belarus. New educational standards consist of four units: a social science core, a natural science core, a core of professional disciplines, and a selection of special courses. We discuss the place and role of chemistry in new curriculums for students of natural sciences, engineering and humanities. For chemistry students, the natural science core includes such disciplines as Higher Mathemat-ics, Physics, Ecology, Introduction to Information Technology, Information Technology in Chemistry, and Mathematical Modeling of Chemical Processes and others. In the core of professional disciplines there are classical selection of chemistry courses including Inorganic Chemistry, Analytical Chemistry, Organic Chemistry, Physical Chemistry, Chemistry of Polymers and Biopolymers, Chemical Technology, Instru-mental Methods of Chemical Analysis, Physical Methods of Structure Determination, Quantum Chemistry, Crystal chemistry, Structure of Matter, Fundamental Problems of Chemistry, etc. Key words: chemical university education, education standard techniques.
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Planella-Ribera, Jordi, Asun Pié-Balaguer, and Eva Patricia Gil-Rodríguez. "Technology and Queer Education: Subversions and Educational Resistances." Indian Journal of Gender Studies 27, no. 2 (2020): 226–41. http://dx.doi.org/10.1177/0971521520910965.

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In this article, we look at educational forms from the point of view of queer theory. We understand educational forms as techno-scientific practices in the sense defined by Donna Haraway (1997, Modest_Witness@Second_Millennium. FemaleMan_Meets_OncoMouse. Routledge). We contemplate the eminently subjugating nature of educational institutions in industrial and post-industrial societies. Our work is based on the introduction of queer theory into the social sciences and its influence on pedagogy, promoting the avoidance of normalising and exclusive subjectivities. We propose a use and understanding of queer that goes beyond the strictly sexual, in order to go as deeply as possible into a critique of bodily abnormality as a form of construction and remission. We also analyse the role that technology plays in building normality and/or making subversions possible, as well as its consequences for bodies and subjectivities in our modernised society.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION: SOME FEATURES ABOUT THE ISSUE OF CONCEPT AND STRUCTURE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (2010): 4–7. http://dx.doi.org/10.48127/gu-nse/10.7.04.

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A problem of the notion natural science education (NSE) exists (English Science; Russian Естествознание /Естественнонаучное образование/, природоведение, окружающий мир, latvian Dabaszinatniskâ izglitiba/Dabas maciba, German Naturwissenschaft, French Sciences de la Vie et de la Terre, Norwegian Naturvitenskap/naturfag etc.). The concept is not properly and appropriately defined and this is a future task of didactics. On the other hand, in discussion on primary school this concept is not very suitable. Therefore, less complicated concepts basically defining natural science education such as The World Science, Me and the World, Nature and Human Being, Environment Study, We and the World, etc. are frequently applied. The most frequent and widely used term in Lithuania is natural science education. In the Lithuanian language – gamta (nature) + mokslas (science) + ugdymas (education) make one compound „gamtamokslinis“ and together with a term „ugdymas“ – „gamtamokslinis ugdymas“. Analogically the term is built in the Latvian language – daba (nature) + zinâtne (science) + izglitiba (education) – „dabaszinatniskâ izglitiba“. It should be emphasized that the present day educational terminology holds many obscurities. It is difficult to precisely choose an equivalent of the term in English. Researchers are expected to work hard as adjusting terminology is a very complex job in this field. I suppose that the explanation of the concept of natural sciences in a broad sense is logical. The concept „natural science education“ is the most appropriate in this context. The present natural science knowledge is related to the processes taking place in technical and social life, in the fields of ecology, health service, hygiene, demography, natural resources, etc. From this point of view, a term „natural science and technology education“ /NSTE/ seems to be reasoned today. The researchers’ communities have even certain problems in the field (for example, they have different attitudes towards natural science education and its place in the system of general education). In our opinion, natural science education is a field of social sciences (primarily educology). Public society approach to natural science education (general needs, general level of culture, traditions in the light of interaction with nature, the need to have society and the young generation of a privileged natural science background, etc.), its optimal conditions of implementation (the standards of natural science education and material, human, etc. resources undertaking their success), the development of the needs and motivation of nature study (in a broad sense) (improving the need to perceive nature throughout all studies in comprehensive school, enhancing cognitive relation with nature, etc.), natural science results: knowledge, abilities, relations (studying natural sciences, etc.) are the crucial components of natural science education. Secondary comprehensive education is the only stage for the young generation creating an opportunity to receive fundamental systemic natural science-technological education. Received NSTE (natural science-technological education) for the majority will be the only form to acknowledge this field as they will not have such a possibility for many reasons in the future. Having assessed the produced and expected changes of the educational system it is essential to stress that natural science education feels a lack of attention in the structure of the educational system (formal, informal). Key words: science education, concept, structure, technology education.
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Krieger, Janice L., and Cindy Gallois. "Translating Science." Journal of Language and Social Psychology 36, no. 1 (2016): 3–13. http://dx.doi.org/10.1177/0261927x16663256.

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The articles in this special issue highlight the ways in which science communication, and in particular translational communication, implicates the nuances of language. This issue is the report of the Task Force on STEM (science, technology, engineering, mathematics) language set up by the International Association of Language and Social Psychology. The articles raise issues about the multiple stakeholders in science and their characteristic language and concepts, in contexts as diverse as health, energy production, forensic science, and science education. They point to the consequences of getting communication wrong, and to the important role of linguistics and language and social psychology in understanding this process. The articles point to a research agenda for language and social psychology researchers in this increasingly important and salient area, as we address major problems in society through the sciences.
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Kera, Denisa. "Science Artisans and Open Science Hardware." Bulletin of Science, Technology & Society 37, no. 2 (2017): 97–111. http://dx.doi.org/10.1177/0270467618774978.

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Open science hardware (OSH) are prototypes of laboratory instruments that use open source hardware to extend the purely epistemic (improving knowledge about nature) and normative (improving society) ideals of science and emphasize the importance of technology. They remind us of Zilsel’s 1942 thesis about the artisanal origins of science and instrument making that bridged disciplinary and social barriers in the 16th century. The emphasis on making, tinkering, and design transcends research, reproducibility, and corroboration in science and pushes to the forefront educational, emancipatory, and aesthetic and exploratory uses. I will use two recent projects, OpenDrop electrowetting platform and Open Source Estrogen that make but also reflect OSH’s playful, expressive, and performative strategies and define the present practices as “artisanal science.” These hybrid and ambiguous practices bridge divides between present disciplines and skills but they also define science as an everyday activity directly connected to the private and public interests of the citizens. To describe this epistemic and normative ambiguity of artisanal science, I employ Hannah Arendt’s 1958 critique of homo laborans and homo faber and claim that science artisans (citizen scientists, geeks, makers, and hackers) offer an alternative to professionalization of science as practiced in the university and R&D laboratories. Science artisans design and build instruments to engage in civic “vita activa” over instruments but also leisurely “otium” outside of the work and science labor. OSH in this sense empowers individuals and communities to explore new connections between scientific practices, public actions, and private interests (leisure). The science artisans strive for and explore sovereignty, dignity, and freedom in an age immersed in science and technology controversies by bridging the divides between art, science, engineering, and humanities.
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49

Butler, Judy D., and R. Wilburn Clouse. "Educational Technology and the Teaching of History: Promise, Practice, and Possibilities." Journal of Educational Technology Systems 24, no. 3 (1996): 211–23. http://dx.doi.org/10.2190/f4yh-q2k5-pcu2-09cl.

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The purpose of this article is to review how the myriad of tools catalogued under the rubric of technology is being used by history teachers. The research reviews the promises made by technology to educators, current practice regarding the use of technology in the classroom, and the possibilities in store for creative and innovative teachers. The article emphasizes the use of interaction technologies and emphasizes the globalization of education. The research recognizes the need for “just in time learning models” and the development of “worldwide learning environments.” These new environments for social sciences must move toward an educational process that can transmit through time, space, culture, age, and diverse value systems.
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50

Vaarmets, Tarvo. "Gender, academic abilities and postsecondary educational choices." Journal of Applied Research in Higher Education 10, no. 3 (2018): 380–98. http://dx.doi.org/10.1108/jarhe-12-2017-0155.

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PurposeGender inequalities in higher education have attracted interest in the academic literature. The paper aims to discuss this issue.Design/methodology/approachThe author uses standardized high school final exam results and probit regression analysis to contribute to this highly important discussion.FindingsBased on secondary, non-survey data, female students tend to outperform males in subjects requiring creativity. Consistent with this comparative advantage, female students also tend to be more affected by their abilities in choosing and preferring the related field of humanities as a higher education. In line with female students’ choices, the results presented in the paper confirm that men are more inclined toward exact and natural sciences, even though they do not prove to have stronger abilities in related subjects. In addition, men are also more influenced by their abilities in obtaining a professional higher education. The choice of social sciences is quite similarly affected by the academic abilities of men and women. The paper also provides evidence that, on average, individuals choose their field of study according to their academic abilities.Originality/valueFor evidence, a data set that makes it possible to relate quantitative measures of very different academic abilities to all major academic disciplines is used in the paper. This unique approach has so far been lacking in the literature due to data limitations. In other words, instead of concentrating on a specific area, such as science, technology, engineering, and mathematics (STEM), the author takes a broader view.
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