The relationship between teachers’ verbal behavior and children's interests in the social studies

1965 ◽  
Vol 43 (3) ◽  
pp. 157-160 ◽  
Author(s):  
Wayne L. Herman
Keyword(s):  
Social Studies ◽  
Verbal Behavior ◽  
The Social ◽  
Children's Interests ◽  
The Relationship

Innovation and commercialisation in the stem cell industries in Australia: State strategies and other opportunities to build a competitive position in the global stem cell economy

1969 ◽  
Vol 16 (1) ◽  
Author(s):  
Olivia Harvey
Keyword(s):  
Stem Cell ◽  
Social Studies ◽  
Global Economy ◽  
Regional Innovation ◽  
Commercial Development ◽  
The United Kingdom ◽  
The Social ◽  
Pros And Cons ◽  
Stem Cell Science ◽  
The Relationship

Recent research in the social studies of stem cell science has demonstrated that there is (a) a significant global economy emerging around stem cell science, and (b) that individual states are competing fiercely in an effort to obtain leadership in this global stem cell economy. Over the last several years, the governments of the United Kingdom, China, India, Canada, Singapore and Australia (among others), have been attempting to leverage the process of innovation in stem cell science by implementing a variety of strategies including, but not limited to: dedicated funding programmes, the introduction of specific licensing systems, the implementation of new regulations for human cell-based material, emulating US-based venture capital, and encouraging entrepreneurship and spin-off developments. What remains to be seen though, is how effective such attempts actually will be in encouraging the commercial development of nationally oriented stem cell industries. Given that the relationship between innovation and commercialisation is unique to national and regional contexts, as well as unique to specific industries, this article discusses the specific strategies adopted in developing the stem cell industries in Australia and highlights some of the pros and cons with a government interventionist approach to developing global economic advantage from national and regional innovation.

scholarly journals La relación entre la didáctica teórico-formativa de Wolfgang Klafki y los estudios sociales de la ciencia / The relationship between Wolfgang Klafki’s bildungstheoretische didaktik and the social studies of science

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Helbert Velilla Jiménez
Keyword(s):  
Social Studies ◽  
Teaching Science ◽  
Human Being ◽  
Cultural Contexts ◽  
Social Studies Of Science ◽  
The Social ◽  
Strong Programme ◽  
The Relationship

ABSTRACTThis paper analyzes the Wolfgang Klafki’s bildungstheoretische didaktik, and it’s role in the didactics of sciences. The problem is that a) the contents selected by professors for teaching science are disjointed from the historical, social and cultural contexts where knowledge is produced, and b) these contents have been chosen without taking into account its importance for the Bildung of a human being. My thesis is that Strong Programme should be included for research in didactics of sciences only if it responds to formative (Bildung) questions.RESUMENEl tema de esta investigación es la didáctica teórico-formativa de Wolfgang Klafki y su rol en la didáctica de las ciencias. El problema es que a) los contenidos que se seleccionan para la enseñanza de las ciencias están desarticulados de los contextos históricos, sociales y culturales de producción del conocimiento. Y b) estos contenidos se han seleccionado sin explicar sus aspectos formativos, esto es, sin tener en cuenta el sentido que éstos tienen para la formación (bildung) de los individuos. Como referente conceptual de este trabajo, el Programa Fuerte (SP) de la sociología del conocimiento científico (SSK) permite problematizar la formación científica, crítica y reflexiva de los futuros didactas y maestros. Su tesis central es que el conocimiento tiene un componente eminentemente social. Mi hipótesis es que el SP es el mejor enfoque disponible para las investigaciones en didáctica de las ciencias toda vez que responda a preguntas formativas. Esto permite que la didáctica, desde un enfoque teórico-formativo, contribuya a pensar en los propósitos de formación del ser humano.

scholarly journals The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

2019 ◽  
Vol 7 (4) ◽  
pp. 62
Author(s):  
Kenan BAŞ
Keyword(s):  
Social Studies ◽  
Classroom Management ◽  
Class Size ◽  
Social Studies Teachers ◽  
Future Research ◽  
Management Skills ◽  
Self Confidence ◽  
The Social ◽  
Significant Difference ◽  
The Relationship

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

scholarly journals Film og samfund

2018 ◽  
pp. 127-147
Author(s):  
Carsten Bagge Laustsen
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
Cultural Products ◽  
The Social ◽  
The World ◽  
Being There ◽  
The Relationship

The article is an investigation of the relation between social studies and movies and in turn the relevance of movies to the social sciences. The relationship between the world of movies and reality is analyzed through the movies Being there and Storytelling. Three different approaches are presented: The movie society, socio-fiction and movies as ambiguos cultural products.

New Zealand Social Studies 1961–1995: A View of Curriculum Change

1996 ◽  
Vol 1 (1) ◽  
pp. 5-13
Author(s):  
Carol Mutch
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Curriculum Change ◽  
Immigrant Population ◽  
Social Content ◽  
Intermediate Schools ◽  
The Social ◽  
The Relationship ◽  
The Way

The development, nature and role of social studies within the curriculum of New Zealand's primary and intermediate schools between 1961 and 1995 is analysed to show the way in which the particular historical circumstances of the country and the broader changes in society have been formative factors. It is argued that changes in New Zealand's economic and political international relationships have led to a reorientation that has been reflected in the design of the curriculum, while changes in the perceptions of the relationship between the descendants of the original Maori population and the newer European immigrant population have led to a re-evaluation of both the social content of the curriculum and of its overall purposes.

A Discipline Approach

2019 ◽  
pp. 50-64
Author(s):  
Hacer Dolanbay
Keyword(s):  
Social Studies ◽  
Media Literacy ◽  
Literacy Skills ◽  
Visual Images ◽  
Communication Program ◽  
The Social ◽  
Teachers And Students ◽  
Information And Communication ◽  
The Right ◽  
The Relationship

Social studies is one of the most related fields of media literacy, such as health, language, information, and communication program. Contrary to popular belief, media literacy is not the use of media tools such as newspaper in the social studies courses. Students must have the ability to choose the right one among myriad of information, to understand visual images, to reach reality through eliminating stereotypes and prejudices, questioning the construction and context of a text. In this way, media literacy and social studies aim the formation of good, questioning, and active citizens. In this chapter, the relationship between media literacy education and social studies is examined based upon previous researches. The importance of media literacy for teaching social studies is discussed and concrete sample activities that can be used by teachers and students in social studies lessons are presented In this way it is aimed to make a synthesis by associating social studies with media literacy skills that is access, analyze, evaluation, create, and act.

SELF OR NON-SELF? CONSTRUCTING THE BODY IN IMMUNOLOGY

2018 ◽  
Vol 28 (5) ◽  
pp. 249-286 ◽  
Keyword(s):  
Immune System ◽  
Social Studies ◽  
The Body ◽  
The Self ◽  
Social Body ◽  
Feminist Anthropology ◽  
The Social ◽  
The Subject ◽  
The One ◽  
The Relationship

The article focusses on how the body is constructed for immunology. Specifically, the complex and tangled bio-political genealogy of immunity is analysed in detail as the understanding of it hovers between social and biological discourses. In addition, the controversy between different models of the immune system is examined. The social studies of immunology conducted by Donna Haraway and Emily Martin are also highlighted. In these studies, the body-immune system is understood as a diversified heterogeneous construction consisting of components belonging to different ontological orders. The construction of the immune system does not end in the labora-tory or in the clinic. It continues in other places by other means. Nevertheless, the relationship between the body and the immune system is situational: the immune system could be completely identified with the body or be a part of it. Emily Martin’s ethnography of immune systems and Donna Haraway’s feminist anthropology provide the means for understanding how the immune system, as both academics and non-academics explain it, can be juxtaposed to and also coincide with the body and even the self,but nevertheless conform to the scale, concepts, laws and metaphors of the social world of everyday life. The immune system and immunity are assessed in terms of the physiological body and the self. On the other hand, the body as a biological “self” is abstracted from the physiological and social body, and in a sense it “lives a life of its own.” Therefore, our body is the outcome of a complex coordinating effort among different bodies: the physiological body, the one identified with the self, and the body on a different scale - the biological “self” which turns out to be “non-self” and not belong to the subject

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