Social Issues: Science, Technology and Public Policy

1981 ◽  
Vol 9 (4) ◽  
pp. 313-328 ◽  
Author(s):  
Bruce E. Tipple ◽  
Kenneth A. Switzer
Keyword(s):  
Public Policy ◽  
Social Science ◽  
Social Issues ◽  
Science And Technology ◽  
Field Testing ◽  
Role Playing ◽  
Science Courses ◽  
Social Science Education ◽  
Public Policy Decisions ◽  
Creative Role

With the support of a grant from the National Science Foundation, the Social Science Education Consortium of Boulder, Colorado, is developing and field testing ten role-play learning activities designed to enhance students' understanding of public policy issues involving science and technology. The activities are designed for use in secondary-level (grades 10–12) natural science and social science courses. This three-year project, entitled Creative Role-Playing Experiences in Science and Technology (CREST), is based on the belief that citizens require both an understanding of issues and decision-making skills in order to reach responsible public policy decisions. This article presents a detailed rationale for the development of the project materials, outlines the phases of project development, and briefly discusses the content of one exemplar activity.

Quantitative Understanding: A Social Science Basic

1979 ◽  
Vol 8 (2) ◽  
pp. 117-129 ◽  
Author(s):  
Bruce E. Tipple ◽  
Kenneth A. Switzer
Keyword(s):  
Social Studies ◽  
Social Science ◽  
National Science Foundation ◽  
Social Issues ◽  
Secondary Level ◽  
Field Testing ◽  
Learning Activities ◽  
Project Staff ◽  
National Science ◽  
Quantitative Understanding

With the support of a grant from the National Science Foundation, the Educational Resources Center of Boulder, Colorado, is developing and field testing thirty-five one- to three-day learning activities designed to improve students' understanding of quantitative concepts within the context of high school social studies courses. This two-year project, entitled Quantitative Understanding to Enhance Social Science Teaching (QUESST), is based on the belief that it is important for secondary-level students to learn both the value and the limitations of using quantitative data and methods in the study of social issues. This article presents a detailed rationale for the development of learning activities that infuse quantitative concepts and skills into secondary-level social studies classes, outlines the phases of project development, and briefly discusses the content of the learning activities developed by the project staff.

scholarly journals MATERI NASIONLISME PADA BUKU TEKS IPS SD BERDASARKAN KURIKULUM KTSP

2019 ◽  
Vol 5 (2) ◽  
pp. 958
Author(s):  
Abd. Malik Dachlan
Keyword(s):  
Social Sciences ◽  
Science Education ◽  
Content Analysis ◽  
Social Science ◽  
Primary School ◽  
Social Issues ◽  
Fourth Grade ◽  
Text Book ◽  
School Based ◽  
Social Science Education

ABSTRACTThis research aims to determine how nationalism is narrated in Social Science Education textbooks elementary fourth grade based on SBC curriculum 2006. This research is a descriptive qualitatively used content analysis of textbooks fourth grade social studies and works Tantya Hisnu P. Winardi with the titles of Social Sciences for Primary School and works Retno Heny Pujiati and Umi Yuliati with the title of the book Smart Social Sciences Grade 4 Primary School. The method of this research is analysis of the content (content analysis). Techniques of the content analysis covers the following efforts: classification symbols used in the communication, the criteria in the classification,  the prediction and the use of certain techniques to make predictions. Overall the materials presents nationalism has contextual and proportionate without ignoring standards of competence and basic competence curriculum SBC as what is described in the material by text books I and II. Both textbooks itself reflect the real corresponding to everyday life. Description of the material also presents academic, persuade students to think, practice, direct labor, and social skills. The material also involves daily activities, daily life, social issues, and everyday learners. Keywords: Text Book, Social Science Education, School Based Curriculum (SBC), Nasionalisme. ABSTRAK                                                                                          Penelitian ini bertujuan untuk mengetahui bagaimanakah nasionalisme dinarasikan dalam buku ajar IPS SD kelas IV SD berdasarkan kurikulum KTSP 2006. Penelitian ini merupakan deskriptif kualitatif dengan menggunakan metode analisis isi terhadap buku ajar IPS kelas IV karya Tantya Hisnu dan P. Winardi dengan judul buku Ilmu Pengetahuan Sosial untuk SD/MI  dan karya Retno Heny Pujiati dan Umi Yuliati dengan judul buku Cerdas Pengetahuan Sosial untuk Kelas 4 SD/MI. Metode yang digunakan dalam penelitian ini adalah analisis isi (content analysis). Secara teknik content analysis mencangkup upaya-upaya : klasifikasi lambang-lambang yang di pakai dalam komunikasi, menggunakan kriteria dalam klasifikasi, dan menggunakan prediksi dan menggunakan teknik tertentu dalam membuat prediksi. Secara keseluruhan materi nasionalisme yang disajikan telah kontekstual dan proporsional tanpa mengabaikan standar kompetensi dan kompetensi dasar kurikulum KTSP, apa yang di uraikan dalam materi oleh buku ajar I dan buku ajar II adalah persoaalan nyata yang sesuai dengan kehidupan sehari-hari. Uraian materi yang disajikan juga sudah memuat kecakapan akademik, mengajak siswa berpikir, praktek, kerja langsung, serta kecakapan sosial, materi yang disajikan juga telah melibatkan kegiatan sehari-hari, kehidupan sehari-hari, melibatkan masalah-masalah sosial sehari-hari yang ada dilingkungan peserta didik. Kata Kunci: Buku Teks, IPS, Kurikulum Tingkat Satuan Pendidikan (KTSP), Nasionalisme.

scholarly journals APLIKASI MODEL ROLE PLAYING SEBAGAI UPAYA PEMBELAJARAN NILAI DALAM PENDIDIKAN IPS SD/MI

MADRASAH ◽  
2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Indah Aminatuz Zuhriyah
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Social Science ◽  
Learning Process ◽  
Social Values ◽  
Role Playing ◽  
Learning Processes ◽  
Ordinary People ◽  
Important Thing ◽  
Social Science Education

Value is a conviction or believes that become the basic for a person or a group of person to choose their action, or appraise something meaningful or something unmeaning for their live.  This interpretation means that value is a characteristic attributed to something related to subject (human as the provider of value). Social values in social science education in elementary school (SD/MI) can be applied trough role playing. Role playing is learning processes in which the students do something have done by other people. That other people maybe is a president, ministry, prominent figure of society, law official, teachers, the owner of other professions, officials, or even the ordinary people. The important thing from this learning process is that students try to think, feel the emotion, and act not as their own self but as others. By occupy and inspire the role, students are going to understand why such kind of action should be done, what kind of value underlying that consideration, and how the object people face that kind of situation.<br /> Keyword: value education, role playing, social science.<br /><br />

I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

2016 ◽  
Vol 6 (1) ◽  
pp. 9-25
Author(s):  
Ivana Márová ◽  
Lenka Slepičková
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Global Education ◽  
Social Issues ◽  
Role Playing ◽  
Activity Level ◽  
Global Issues ◽  
Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

The Relevance of Trust

2018 ◽  
Author(s):  
Inmaculada de Melo-Martín ◽  
Kristen Intemann
Keyword(s):  
Public Policy ◽  
Negative Impact ◽  
Scientific Information ◽  
Policy Decisions ◽  
The Public ◽  
Epistemic Trust ◽  
Proper Role ◽  
Scientific Institutions ◽  
Public Policy Decisions ◽  
Scientific Phenomena

This chapter offers a brief overview of the importance of epistemic trust and the relevance that scientific institutions and practices have in promoting or undermining warranted public trust. Epistemic trust is crucial for the production of scientific knowledge, the ability of the public to make sense of scientific phenomena, and the development of public policy. Normatively inappropriate dissent is more likely to take hold and erroneously affect people’s beliefs and actions in a context where the trustworthiness of scientists is called into question and where there is an excessive reliance on scientific information when it comes to assessing policy decisions. Thus, finding ways to facilitate and sustain warranted epistemic trust, as well as increasing understanding of the proper role of science in public policy decisions can help mitigate the negative impact of dissenting views.

Sign in / Sign up

Export Citation Format

Share Document