Connecting Science, Technology, and Society in the Education of Citizens.

Autor/inn/en	Patrick, John J.; Remy, Richard C.
Institution	Social Science Education Consortium, Inc., Boulder, CO.; ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.
Titel	Connecting Science, Technology, and Society in the Education of Citizens.
Quelle	(1985), (97 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-89994-298-9
Schlagwörter	Citizenship Education; Decision Making; Educational Change; Educational Research; Elementary Secondary Education; Instructional Innovation; Integrated Curriculum; Science Curriculum; Social Problems; Social Studies; Technology + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Decision-making; Entscheidungsfindung; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Educational Innovation; Bildungsinnovation; Social problem; Soziales Problem; Gemeinschaftskunde; Technologie
Abstract	Designed to help educators address science-related social issues, this publication considers: (1) major challenges associated with science-related social issues; (2) the extent to which these challenges are being met; (3) ways in which educators can improve the education of citizens in science, technology, and social issues; and (4) promising practices that can contribute to building connections between social studies and science curricula. Three challenges outlined in the first of five sections include: (1) informing citizens about complex social issues and decisions, (2) connecting diverse fields of knowledge in school curricula, and (3) resisting antagonists of science and technology. In order to determine the extent to which these challenges are currently being met, the second section examines: goal statements in curriculum reports and major reports in the social studies and the sciences; research findings on student knowledge and attitudes regarding science, technology, and society; and analyses of current curricula and textbooks. The third section describes ways in which "integrative threads" can be used to provide common learning experiences within and between distinct courses in the social studies and sciences. The fourth section presents promising practices that can contribute to this building of connections between social studies and science curricula; the use of "decision trees" and case studies, the use of role play and simulation, and the use of instructional television and microcomputers. Concluding observations in the final section and a bibliography listing over 170 publications conclude the document. (LH)
Anmerkungen	SSEC, 855 Broadway, Boulder, CO 80302 ($8.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC