Auswahl der wissenschaftlichen Literatur zum Thema „Teaching - social science“
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Zeitschriftenartikel zum Thema "Teaching - social science"
Finkel, Liza. „Teaching science for social justice“. Science Education 89, Nr. 2 (2005): 350–52. http://dx.doi.org/10.1002/sce.20075.
Der volle Inhalt der QuelleBrown, Frank. „Catholic Social Teaching and Economic Science“. Catholic Social Science Review 1 (1996): 91–97. http://dx.doi.org/10.5840/cssr1996113.
Der volle Inhalt der QuelleRam, Rajesh. „Teaching with biosecurity content in the social sciences learning area: A Year 13 social science teacher’s experience“. Waikato Journal of Education 27, Nr. 3 (09.12.2022): 143–57. http://dx.doi.org/10.15663/wje.v27i3.878.
Der volle Inhalt der QuelleCenić, Dragan, und Jelena Petrović. „INTEREST IN SCIENCE AND SCIENCE SUBJECTS TEACHING – HISTORICAL PERSPECTIVE“. Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, Nr. 1 (31.07.2017): 043. http://dx.doi.org/10.22190/futlte170501005c.
Der volle Inhalt der QuelleNarqulovna, Djurayeva Nargis. „IMPROVING THE METHODOLOGY OF TEACHING NATURAL SCIENCES IN PRIMARY CLASSES - A SOCIAL AND EDITORIAL NEED“. International Journal of Pedagogics 4, Nr. 4 (01.04.2024): 48–50. http://dx.doi.org/10.37547/ijp/volume04issue04-08.
Der volle Inhalt der QuelleAdmiraal, W., P. W. van Schaik, A. A. Bastiaanse und N. S. van Schaik-Maljaars. „Teaching reading strategies in science and social sciences in secondary education“. L1 Educational Studies in Language and Literature 18, Running Issue, Running Issue (Dezember 2018): 1–15. http://dx.doi.org/10.17239/l1esll-2018.18.03.04.
Der volle Inhalt der QuelleKing, Gary, und Maya Sen. „How Social Science Research Can Improve Teaching“. PS: Political Science & Politics 46, Nr. 03 (21.06.2013): 621–29. http://dx.doi.org/10.1017/s1049096513000619.
Der volle Inhalt der QuelleCone, Cynthia. „Teaching Applied Anthropology as Humanistic Social Science“. Practicing Anthropology 13, Nr. 4 (01.09.1991): 17–20. http://dx.doi.org/10.17730/praa.13.4.448g0lp027371503.
Der volle Inhalt der QuelleBernik, Igor. „Teaching Social Science Aspects of Information Security“. European Conference on Cyber Warfare and Security 22, Nr. 1 (19.06.2023): 83–88. http://dx.doi.org/10.34190/eccws.22.1.1210.
Der volle Inhalt der QuelleLisy, Emily. „Teaching Social Justice in the Science Classroom“. Science Teacher 90, Nr. 6 (Juli 2023): 28–33. http://dx.doi.org/10.1080/00368555.2023.12315952.
Der volle Inhalt der QuelleDissertationen zum Thema "Teaching - social science"
Christian, Richard Dennis Rhodes Dent. „A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.
Der volle Inhalt der QuelleTitle from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.
Hatfield, Denise Truex. „Addressing second and third grade California science and social science content standards through environmental literature“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.
Der volle Inhalt der QuelleButterfield, Alexandra. „Employing metacognitive procedures in Natural Science teaching“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.
Der volle Inhalt der QuelleENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the benefits of enhanced metacognition for effective learning, this study aimed to investigate the use of metacognitive instruction procedures to improve my Natural Sciences teaching practice. Consequently, it also aimed to explore the influence that this may have on the metacognitive development of my Grade 9 Natural Sciences learners. This research study was based on a social constructivist perspective that views learning as a unique, internalized construction of knowledge from a social interaction, such as teaching. This study was embedded within a paradigm of praxis, with a qualitative action research cycle forming the research methodology and design respectively. Purposeful sampling was used to select nine of my Grade 9 Natural Sciences learners to act as informants for the Grade 9 class. Data was collected in the form of learner reflections, an open-ended questionnaire, a focus-group interview, and a research journal. Furthermore, the data was analysed, using a theoretically founded coding scheme, to identify and interpret significant themes and/or trends. The research findings indicated that the employed metacognitively orientated teaching procedures enhanced my Grade 9 Natural Sciences learners' metacognition. Their metacognitive awareness and reflection abilities improved, as well as their knowledge and regulation of cognition. The teaching techniques also demonstrated the potential to facilitate the development of my learners' conscious thinking, self-discipline, responsibility and active participation in learning - all characteristics envisaged for the ideal South Africa learner. In addition to this, the research process demonstrated the ability to enhance my Natural Sciences teaching practice and the information gained from this study will be used to inform my future teaching practice. I now realise the value of incorporating metacognitive teaching procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes and educational policy makers may benefit from the information gained from this study, for improving teaching practice. Apart from this, findings attained from this study have the potential to inform future cycles of this action research process or alternatively to be used for other research within the field.
AFRIKAANSE OPSOMMING: Onderwys, beide in Suid-Afrika en internasionaal, ervaar 'n aantal uitdagings rakende die behoefte aan verbeterde onderrig en leer. Die Suid-Afrikaanse onderwysstelsel is tans in 'n staat van transformasie om die land se opvoedkundige behoeftes aan te spreek. In die wetenskap-onderwys spesifiek, is daar 'n toenemende noodsaaklikheid om onderrig te ontwikkel wat die unieke onderwysbehoeftes in die wetenskappe kan aanspreek. Baie van die opvoedkundige kwessies soos in huidige literatuur uitgelig, is ook in my Natuurwetenskappe-klaskamer teenwoordig. Gegee die bewese voordele van verbeterde metakognisie vir effektiewe leer, het hierdie navorsingstudie gepoog om die gebruik van metakognitiewe onderrigprosedures vir die verbetering van my Natuurwetenskappe-onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed van metakognitiewe onderrigprosedures op die metakognitiewe ontwikkeling van my Graad 9 Natuurwetenskappe-leerders, na te vors. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat leer sien as 'n unieke, geïnternaliseerde konstruksie van kennis binne 'n sosiale interaksie, soos onderrig. Hierdie studie is binne 'n paradigma van „praxis‟ ingebed, met aksienavorsing as navorsingsontwerp en daar is van „n kwalitatiewe navorsingsmetodologie gebruik gemaak. Doelgerigte steekproefneming is gebruik om nege van my Graad 9 Natuurwetenskappe-leerders te kies om as informante vir die graad 9-klas op te tree. Data is in die vorm van leerders se refleksies, 'n oop-einde vraelys, 'n fokusgroep-onderhoud, en 'n navorsings- joernaal ingesamel. Verder is die data met behulp van 'n teoretiese koderingskema geanaliseer wat belangrike temas en/of tendense identifiseer en interpreteer. Die navorsing het aangedui dat die metakognitiewe onderrigprosedures wat gebruik is, my Graad 9 Natuurwetenskappe leerders se metakognisie versterk het. Hulle metakognitiewe bewustheid en reflektiewe vermoëns het verbeter, sowel as hulle kennis en regulering van kognisie. Die onderrigtegnieke het ook die potensiaal getoon om die ontwikkeling van my leerders se bewuste denke, self-dissipline, verantwoordelikheid en aktiewe deelname in die leerproses te fasiliteer. Hierdie eienskappe is van dié wat vir die ideale Suid-Afrikaanse leerder beoog word. Benewens hierdie aspekte het die navorsing ook my Natuurwetenskappe-onderrigpraktyk verbeter en die navorsingsbevindinge sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om metakognitiewe onderrigprosedures in my lesse te inkorporeer, sowel as die belang van refleksie oor my onderrigproses en om die uniekheid van elke leerder in my klas in ag te neem. Onderwys-opleidingsinstellings en opvoedkundige beleidmakers mag uit hierdie navorsing voordeel trek rakende die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, het die navorsingsbevindinge ook die potensiaal om toekomstige siklusse van aksienavorsing toe te lig en om binne verdere navorsing in die veld gebruik te word.
Shepard, Pamela Ann. „The Use of Part-Time Faculty in Associate Degree Nursing, Social Science, and Biological Science Programs“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332403/.
Der volle Inhalt der QuellePanzo, Barbara Ann. „Inclusion of Alaska natives in history/social science curriculum for fifth grade“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.
Der volle Inhalt der QuelleAmicone, Patricia Weigel. „Multimedia technology as a presentation and archival tool for teaching history/social science“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.
Der volle Inhalt der QuelleSmith, Patrick Steven. „Learning to Adapt: Online Social Science Instruction in Higher Education“. PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
Der volle Inhalt der QuelleLoveless, Linda H. „Staff development training for implementing a history-social science curriculum“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.
Der volle Inhalt der QuelleLam, Wai-lin. „Teaching methods and approaches to learning in science among Secondary 1 students in Hong Kong“. [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833492.
Der volle Inhalt der QuelleMartin, Sonya Nichole. „The cultural and social dimensions of successful teaching and learning in an urban science classroom“. Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/390.
Der volle Inhalt der QuelleBücher zum Thema "Teaching - social science"
Cross, R. T. Teaching science for social responsibility. Sydney: St Louis Press, 1992.
Den vollen Inhalt der Quelle findenRedlands Unified School District (Calif.), Hrsg. History-social science curriculum. [Redlands, Calif.]: The District, 1990.
Den vollen Inhalt der Quelle findenRedlands Unified School District (Calif.), Hrsg. History-social science curriculum. [Redlands, Calif.]: The District, 1990.
Den vollen Inhalt der Quelle findenJoan, Solomon. Teaching science, technology and society. Buckingham: Open University Press, 1992.
Den vollen Inhalt der Quelle findenJoan, Solomon. Teaching science, technology, and society. Buckingham: Open University Press, 1993.
Den vollen Inhalt der Quelle findenRobb, Laura. Teaching reading in social studies, science, and math. New York: Scholastic Professional Books, 2003.
Den vollen Inhalt der Quelle findenLee, James Michael. The sacrament of teaching: A social science approach. Birmingham, Ala: Religious Education Press, 1999.
Den vollen Inhalt der Quelle findenMassachusetts. Dept. of Education. Massachusetts history/social science curriculum framework. [Malden, Mass: Massachusetts Dept. of Education], 1997.
Den vollen Inhalt der Quelle findenJ, Mouton, Human Sciences Research Council. Division for Research Methodology. und Randse Afrikaanse Universiteit. Dept. of Philosophy., Hrsg. Social science, society, and power. Pretoria: Human Sciences Research Council, 1986.
Den vollen Inhalt der Quelle findenGeorge, Alex M. Teaching social science in schools: NCERT's new textbook initiative. New Delhi: SAGE Publications, 2009.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Teaching - social science"
Sunny, Yemuna, und Simantini Dhuru. „Approaches to teaching social sciences“. In Social Science Education, 85–130. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003449348-7.
Der volle Inhalt der QuelleJevons, F. R. „The Social Implications of Science“. In The Teaching of Science, 57–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003311089-3.
Der volle Inhalt der Quellevan Aalst, Jan, Jin Mu, Crina Damşa und Sydney E. Msonde. „Science, Social Science, and the “Post” Discourses“. In Learning Sciences Research for Teaching, 90–107. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315697239-7.
Der volle Inhalt der QuelleKutrovátz, Gábor, und Gábor Áron Zemplén. „Social Studies of Science and Science Teaching“. In International Handbook of Research in History, Philosophy and Science Teaching, 1119–41. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_34.
Der volle Inhalt der QuellePeng, Long. „Teaching English through Science“. In Teaching English Through ELA, Mathematics, Science, and Social Studies, 71–100. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003081005-3.
Der volle Inhalt der QuelleHazzan, Orit, und Koby Mike. „Data Science for Social Science and Digital Humanities Research“. In Guide to Teaching Data Science, 283–301. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24758-3_19.
Der volle Inhalt der QuelleSunny, Yemuna, und Simantini Dhuru. „Technology, teaching, and the practice of social sciences“. In Social Science Education, 131–58. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003449348-8.
Der volle Inhalt der QuelleHazzan, Orit, und Koby Mike. „Social and Ethical Issues of Data Science“. In Guide to Teaching Data Science, 179–95. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24758-3_12.
Der volle Inhalt der QuelleMaulucci, Maria S. Rivera, und Kassidy T. Fann. „Teaching for Social Justice in Science Education“. In Studying Science Teacher Identity, 111–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_6.
Der volle Inhalt der QuelleMaulucci, Maria S. Rivera, und Kassidy T. Fann. „Teaching for Social Justice in Science Education“. In Studying Science Teacher Identity, 111–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_6.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Teaching - social science"
Taşer, Seyit. „SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE“. In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.
Der volle Inhalt der QuelleSemiz, Marina. „JOURNALS OF SOCIAL SCIENCES IN SERBIA BETWEEN GLOBAL AND NATIONAL INTERESTS“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.181s.
Der volle Inhalt der QuelleHagen, Loni. „Teaching Data Science to Social Sciences and Humanities Students“. In dg.o '20: The 21st Annual International Conference on Digital Government Research. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3396956.3396968.
Der volle Inhalt der QuellePurnomo, Arif, Wasino, Suyahmo und Tri Marheni Puji Astuti. „Teaching Controversy in Social Science Class“. In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.088.
Der volle Inhalt der QuelleBartienieva, Iryna, und Oksana Nozdrova. „PROJECT TECHNOLOGY AS MEANS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS“. In SOCIAL FUNCTION OF SCIENCE, TEACHING AND LEARNING. International Science Group, 2020. http://dx.doi.org/10.46299/isg.ibi.vii.
Der volle Inhalt der QuelleLetina, Alena, und Valenatina Filko. „DIGITAL MEDIA IN SCIENCE AND SOCIAL STUDIES TEACHING“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1817.
Der volle Inhalt der QuelleZlatić, Lidija, und Slađana Luković. „THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLS“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.93z.
Der volle Inhalt der QuelleŠkorić, Jovana, und Marko Škorić. „THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.
Der volle Inhalt der QuelleRadovanović, Dragan, und Emilija Stojanović. „ANTI-DOPING PROGRAMS IN CONTEMPORARY SOCIAL AND EDUCATIONAL CONTEXT“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.373r.
Der volle Inhalt der QuelleWilliams, Titus. „DEALING WITH MULTICULTURALISM AND SOCIAL JUSTICE IN DIVERS SOCIAL SCIENCE CLASSROOMS: PERCEPTIONS AND EXPERIENCES OF INTERMEDIATE PHASE STUDENT TEACHERS“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end014.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Teaching - social science"
Nyman, Matt, Nancy Staus und Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.
Der volle Inhalt der QuelleRuediger, Dylan, Danielle Cooper, Angela Bardeen, Liesl Baum, Shmuel Ben-Gad, Shaun Bennett, Kathleen Berger et al. Fostering Data Literacy: Teaching with Quantitative Data in the Social Sciences. Ithaka S+R, September 2022. http://dx.doi.org/10.18665/sr.317506.
Der volle Inhalt der QuelleSidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina und Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, Januar 2024. http://dx.doi.org/10.12731/er0786.29012024.
Der volle Inhalt der QuelleCondon, Patricia, Eleta Exline und Louise Buckley. Teaching with Quantitative Data in the Social Sciences at the University of New Hampshire: An Ithaka S+R Local Report. University of New Hampshire Libraries, 2021. http://dx.doi.org/10.34051/p/2021.39.
Der volle Inhalt der QuellePritchett, Lant, und Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Der volle Inhalt der QuelleKourkoutas, Konstantinos, Begonya Saez, Veronica Junjan, Anders Riel Müller, Wiro Kuipers, Fabio Hernández Palacio, Kristiane Marie Fjær Lindland, Tina-Simone Neset und Sara Malmgren. ECIU Position Paper on Living Labs and Experimentation Spaces: Recommendations and insights about the potential of Living Labs as innovation and learning platforms in the ECIU University. University of Stavanger, April 2024. http://dx.doi.org/10.31265/usps.276.
Der volle Inhalt der QuelleEnsuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.
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