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Artículos de revistas sobre el tema "Social sciences -> social sciences -> general"

Autor: Grafiati

Publicado: 25 de julio de 2024

Última modificación: 31 de julio de 2024

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1

Bzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy". Seminare. Poszukiwania naukowe 2021(42), n.º 4 (diciembre de 2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.

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In the view of recent social sciences, the concept of resilience is associated primarily with positive adaptation regarding people exposed to various adversities and traumatic events for both children and adults. The majority of researchers ultimately agree on the coexistence of several factors affecting the disruption of an individual's functioning, illness or social maladaptation. With reference to social pedagogy, the category of resilience being not only psychological, finds comprehensive application to human and social life, including social problems, social exclusion and threats regarding family, school and education environment, and, finally, assistance in development processes and education of adults and the elderly. The aim of the article is to point out the indicated aspects.

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2

Skorupski, John. "Explanation in the Social Sciences: Explanation and Understanding in Social Science". Royal Institute of Philosophy Supplement 27 (marzo de 1990): 119–34. http://dx.doi.org/10.1017/s1358246100005075.

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Hempelian orthodoxy on the nature of explanation in general, and on explanation in the social sciences in particular, holds that(a) full explanations are arguments(b) full explanations must include at least one law(c) reason explanations are causalDavid Ruben disputes (a) and (b) but he does not dispute (c). Nor does he dispute that ‘explanations in both natural and social science need laws in other ways, even when not as part of the explanation itself (p. 97 above). The distance between his view and the covering law theory, he points out, ‘is not as great as it may first appear to be’ (p. 97 above).

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3

van Koppen, C. S. A. (Kris). "Natural Sciences and Social Sciences". Nature and Culture 15, n.º 1 (1 de marzo de 2020): 111–19. http://dx.doi.org/10.3167/nc.2020.150106.

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Klintman, Mikael. 2017. Human Sciences and Human Interests: Integrating the Social, Economic, and Evolutionary Sciences. London: Routledge.Jetzkowitz, Jens. 2019. Co-evolution of Nature and Society: Foundations for Interdisciplinary Sustainability Studies. London: Palgrave Macmillan.

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4

Jaclin, David y Peter Wagner. "Social sciences and social transformations". Social Science Information 56, n.º 4 (17 de octubre de 2017): 499–501. http://dx.doi.org/10.1177/0539018417735406.

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5

Burgio, Louis D. "Disentangling the Translational Sciences: A Social Science Perspective". Research and Theory for Nursing Practice 24, n.º 1 (febrero de 2010): 56–63. http://dx.doi.org/10.1891/1541-6577.24.1.56.

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In this article the author first attempts to disentangle a number of issues in translational science from a social science perspective. As expected in a fledgling field of study being approached from various disciplines, there are marked differences in the research literature on terminology, definition of terms, and conceptualization of staging of clinical research from the pilot phase to widespread dissemination in the community. The author asserts that translational efforts in the social sciences are at a crossroads, and its greatest challenge involves the movement of interventions gleaned from clinical trials to community settings. Four strategies for reaching this goal are discussed: the use of methods derived from health services research, a yet-to-be-developed strategy where decisions to modify aspects of an intervention derived from a clinical trial are triggered by data-based criteria, community based participatory action research (CBPR), and a hybrid system wherein methods from CBPR and traditional experimental procedures are combined to achieve translation. The author ends on an optimistic note, emphasizing the impressive advances in the area over the existing barriers and calling for a unified interdisciplinary science of translation.

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6

Bourdieu, Pierre. "Science, politique et sciences sociales". Actes de la recherche en sciences sociales 141-142, n.º 1 (2002): 9. http://dx.doi.org/10.3917/arss.141.0009.

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Bourdieu, Pierre. "Science, politique et sciences sociales". Actes de la recherche en sciences sociales 141, n.º 1 (2002): 9–12. http://dx.doi.org/10.3406/arss.2002.2813.

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8

Sjöström, Arne, Alexandra Sowka, Mario Gollwitzer, Christoph Klimmt y Tobias Rothmund. "Exploring Audience Judgments of Social Science in Media Discourse". Journal of Media Psychology 25, n.º 1 (enero de 2013): 27–38. http://dx.doi.org/10.1027/1864-1105/a000077.

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In contrast to research on the communication of “hard” sciences (e.g., nanotechnology), research on public assessments of social science’s role in media discourse is rare. Extending previous work on how the general audience perceives and assesses the quality of journalistic news reports about scientific research programs and their respective results, the present study explored how the lay audience perceives and evaluates the visibility of social sciences in the media discourse on controversial public issues (in this particular case, the violent video games debate). The results revealed that the public audience recognizes a high visibility of social sciences and furthermore believes that social sciences can substantially contribute to the public debate about violent video games and their effects. Moreover, we found a positive association between people’s recognition of social sciences in the debate and the quality of journalistic coverage on the violent video games debate. These findings are discussed with regard to their implications for research on public understanding of, and public engagement with, science.

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9

Squazzoni, Flaminio, Wander Jager y Bruce Edmonds. "Social Simulation in the Social Sciences". Social Science Computer Review 32, n.º 3 (6 de diciembre de 2013): 279–94. http://dx.doi.org/10.1177/0894439313512975.

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10

Kropp, Kristoffer. "Social sciences in the field of power – the case of Danish social science". Social Science Information 52, n.º 3 (5 de agosto de 2013): 425–49. http://dx.doi.org/10.1177/0539018413482843.

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The social science disciplines are strongly differentiated both on an epistemological level and in problem choice. It can be argued that they are characterized by a number of different epistemological ways of position-taking or ways of legitimizing social scientific knowledge production. Furthermore, different scientific problems and social institutions are allocated as research objects to different social science disciplines. This article looks into how these different epistemological styles and choice of scientific problems not only are internal principles of differentiation but also constitute important relations to other powerful social interests and institutions in the field of power. I argue that we can understand the social sciences as a field of force and struggle, where different disciplines compete in producing legitimate representations of the social that also represent specific societal interests. Using the language of Bourdieu, I construct a space of social scientific epistemological position-taking using Multiple Correspondence Analysis (MCA). Into this space I project a number of supplementary variables representing social science disciplines, position-taking towards non-academic institutions, interests and research subjects, and thus show how different epistemological position-taking is connected to specific societal interests, problems and institutions. The article draws on data from a survey conducted among Danish social scientists in autumn 2009.

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11

Kudriavtsev, Vladimir. "The Social Sciences Today". Sociological Research 32, n.º 4 (julio de 1993): 6–18. http://dx.doi.org/10.2753/sor1061-015432046.

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12

POWAR, MISS J. D. "NURSING AND SOCIAL SCIENCES". Nursing Journal of India LXXX, n.º 01 (1989): 07. http://dx.doi.org/10.48029/nji.1989.lxxx101.

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13

de Sierra, Gerónimo. "Social sciences in Uruguay". Social Science Information 44, n.º 2-3 (junio de 2005): 473–520. http://dx.doi.org/10.1177/0539018405053295.

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In Uruguay, the development and institutionalization of the social sciences have been relatively delayed compared to other countries of the region. This fact contrasts with the socio-economic and sociopolitical development of the country, as well as with that of the professional branches of university education. The so-called formal foundational process of the social sciences effectively began in the 1970s, especially in history, economics and sociology. Political science and anthropology began to take shape only after the return to democracy in 1985. The military coup (1973-85) caused an interruption in the institutional status of the social sciences but did not entirely dismantle them. These sciences continued to develop in independent research centers, often receiving external funds. The exchange with foreign academic centers, especially the CLACSO and FLACSO nets, was germane to the process. With the return of democracy, the institutionalization process of the social sciences resumed and the link between the pre-dictatorship and post-dictatorship generations in these fields became more apparent. Simultaneously, the labor market for social scientists broadened and diversified.

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14

CAELLEIGH, ADDEANE S. "SOCIAL SCIENCES AND MEDICINE". Academic Medicine 76, n.º 9 (septiembre de 2001): 869. http://dx.doi.org/10.1097/00001888-200109000-00005.

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15

Geiger, George. "VALUES AND SOCIAL SCIENCES". Journal of Social Issues 6, n.º 4 (14 de abril de 2010): 8–16. http://dx.doi.org/10.1111/j.1540-4560.1950.tb02159.x.

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16

Schubert, András y Anikó Somogyi. "Information flow between medical and social sciences". Orvosi Hetilap 155, n.º 52 (diciembre de 2014): 2093–96. http://dx.doi.org/10.1556/oh.2014.30033.

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In order to reveal impacts of natural and social sciences on each other, the authors examined connections between fields of medical and social sciences using a search for references and citations of scientific publication. 1. The largest affinity between the medical and social sciences was found between neurosciences and psychology, but there was a significant affinity between clinical sciences and general social sciences, as well. 2. The example of General & Internal Medicine papers in the topics of “diabetes” suggests that in the period 2001–2010 the share of references to social sciences was significantly increased. In the meantime, social science papers in the same topics contained references to Clinical Medicine papers in a constantly high percentage. 3. In the sample under study, the age distribution of social science papers in the references did not differ significantly from that of the other sources. 4. Share of references to social science papers was found to be extremely high among Hungarian General & Internal Medicine papers in the topics of “diabetes”. This finding still requires clarification, nevertheless, since e.g. it was not supported by an institutional comparison including the largest Hungarian medical research university. 5. The intensity of the reference/citation mediated information flows between the Hungarian Medical Journal, Orvosi Hetilap and social sciences appears to be in accordance with the current international trends. Orv. Hetil., 2014, 155(52), 2093–2096.

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17

Kazancigil, Ali. "Strengthening the role of the social sciences in society: the World Social Science Initiative". International Social Science Journal 55, n.º 177 (septiembre de 2003): 377–80. http://dx.doi.org/10.1111/j.1468-2451.2003.05503002.x.

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18

Johnston, R. J. "Geography, the Social Sciences and Social Studies". New Zealand Journal of Geography 52, n.º 1 (15 de mayo de 2008): 18–21. http://dx.doi.org/10.1111/j.0028-8292.1972.tb00534.x.

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19

Băjenescu, Titu-Marius I. "UNDERSTANDING THE SOCIAL SCIENCES". Journal of Social Sciences IV, n.º 4 (diciembre de 2021): 6–15. http://dx.doi.org/10.52326/jss.utm.2021.4(4).01.

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Old age is difficult to define, so many terms overlap or clash with each other, all of which raise a number of issues: the elderly, the third age, the fourth age, senior citizens, pensioners, etc. It is not easy to determine the threshold for entering the period of life commonly known as old age. One thing is certain, old age has changed profoundly. From now on, it has become for everyone, albeit with profound inequalities, a normal stage of life. Social security systems combined with the considerable progress in medicine have made it possible to increase the length of retirement. Whereas in 1950 a man retiring at 65 could expect to live for about 12 years, today life expectancy at 60 is over 20 years for men and over 25 years for women. However, this simple observation has much more complex consequences in terms of the social identity, integration and social behaviour of these new population groups. Despite an ageing population, Switzerland has a total labour force of 4.706 million people. In the fourth quarter of 2019, the participation rate of the population aged 15 and over was 68.1%. This puts the country in second place in Europe behind Iceland (79.9%). Switzerland's neighbouring states have significantly lower levels (Germany: 62.6%, Austria: 61.4%; France: 55.5%, Italy: 49.9%). In particular, Switzerland has one of the highest rates of employed women in Europe. The percentage of employed women increased significantly between 2010 and 2019, from 56.9% to 60%.

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20

Scott, Bernard. "Cybernetics for the Social Sciences". Brill Research Perspectives in Sociocybernetics and Complexity 1, n.º 2 (15 de abril de 2021): 1–128. http://dx.doi.org/10.1163/25900587-12340002.

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Abstract This publication meets a long-felt need to show the relevance of cybernetics for the social sciences (including psychology, sociology, and anthropology). User-friendly descriptions of the core concepts of cybernetics are provided, with examples of how they can be used in the social sciences. It is explained how cybernetics functions as a transdiscipline that unifies other disciplines and a metadiscipline that provides insights about how other disciplines function. An account of how cybernetics emerged as a distinct field is provided, following interdisciplinary meetings in the 1940s, convened to explore feedback and circular causality in biological and social systems. How encountering cybernetics transformed the author’s thinking and his understanding of life in general, is also recounted.

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21

Bazin, Maurice. "Our sciences, their science". Race & Class 34, n.º 4 (abril de 1993): 35–46. http://dx.doi.org/10.1177/030639689303400404.

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22

Feldbacher-Escamilla, Christian J., Alexander Gebharter y Gerhard Schurz. "Philosophy of Science Between the Natural Sciences, the Social Sciences, and the Humanities: Introduction". Journal for General Philosophy of Science 48, n.º 3 (septiembre de 2017): 317–26. http://dx.doi.org/10.1007/s10838-017-9378-8.

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23

Lewis, Nick. "Conversing social science with others: social science and the science of the social?" Kotuitui: New Zealand Journal of Social Sciences Online 5, n.º 1 (mayo de 2010): 1–2. http://dx.doi.org/10.1080/1175083x.2010.498085.

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24

Matijošiūtė, Raminta. "WHEN STEAM COMBINES NATURAL SCIENCES AND SOCIAL SCIENCES". GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 20, n.º 1 (25 de diciembre de 2023): 20–32. http://dx.doi.org/10.48127/gu-nse/23.20.20.

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STEAM (Science, Technology, Engineering, Arts, Mathematics) is emerging as an important link in modern education, seamlessly integrating different disciplines and fostering creativity and critical thinking. STEAM is particularly useful for children aged 5-8, whose genuine interest and curiosity actively engage them in learning this educational approach. It not only enriches students, but also inspires teachers to use innovative approaches to teaching different subjects. Science education is increasingly becoming an integral part of STEAM, in line with Lithuania's education strategy "Lithuania 2030". Successful STEAM education depends on a supportive school environment, effective leadership and teacher competences. This educational concept is in line with the objectives of the Strategy for Progress, with its emphasis on personalised learning and the formation of an innovative society. In the study, the integration of STEAM subjects allowed pupils to explore the links between disciplines and to apply theoretical knowledge in practice. The results revealed successful learning: students acquired knowledge about medieval castles and developed creativity, problem-solving, teamwork and critical thinking skills by designing and building castles in groups. Keywords: primary education, STEAM education, educational activities, knowledge and skills

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25

Dawson, Graham. "Perspectivism in the Social Sciences". Philosophy 60, n.º 233 (julio de 1985): 373–80. http://dx.doi.org/10.1017/s0031819100070200.

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The general question to which this paper is addressed is whether knowledge and rationality carry within themselves the seeds of their own destruction. Some of those who set out in search of knowledge come to believe as a result of their inquiries that the object of their quest is not what they had taken it to be; seeking to discover the way the world actually is, they are led to conclude that all they can hope to find is a reflection of their own needs and interests; the grail is but a beaker. Similarly, some of those whose aim is to formulate the principles of rational thought are led by reason to deny that any beliefs can be rationally justified; reasons are never reasons for believing but mere epiphenomena, produced by but not producing events whose only begetter is the passions; the quest is just another power struggle. The particular question I wish to ask is whether this picture is an accurate representation of social inquiry.

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26

Beato F., Claudio C. ""Hard Sciences" e "Social Sciences": Um Enfoque Organizacional". Dados 41, n.º 3 (1998): 517–68. http://dx.doi.org/10.1590/s0011-52581998000300002.

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27

Travaglino, Giovanni A. "Social sciences and social movements: the theoretical context". Contemporary Social Science 9, n.º 1 (2 de enero de 2014): 1–14. http://dx.doi.org/10.1080/21582041.2013.851406.

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28

Iyer, Aarti. "Mobilizing Science and Remaking Knowledge: Implications for the Social Sciences". Analyses of Social Issues and Public Policy 11, n.º 1 (8 de febrero de 2011): 325–28. http://dx.doi.org/10.1111/j.1530-2415.2011.01228.x.

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29

Nedelevskaya, Ilona G. "The social topology of science in national and transnational contexts: the case of social sciences". Journal of the Belarusian State University. Sociology, n.º 3 (29 de septiembre de 2021): 55–63. http://dx.doi.org/10.33581/2521-6821-2021-3-55-63.

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The article explores the possibilities of application P. Bourdieu’s social topology in the studying of inequality in science in national and transnational contexts. It is argued that in the conditions of globalising science, discussions about its egalitarianism, which began approximately in the middle of the last century, are moving beyond national borders. For the purposes of studying global inequality in science, scholars often apply the theoretical frameworks of world-systems analysis, neo-institutionalism, and the theory of global governance. However, these theories often lead to reductionism which ignores the symbolic dimension of scientific activity. The article suggests reassessing the heuristic potentiality of P. Bourdieu’s social topology, which mitigates the mentioned drawback of other theories. The article aims to demonstrate the relevance of this theoretical framework for the study of inequality in different scales of scientific activity due to the fact that the French sociologist focused mainly on national academic systems. The article defines the general provisions of P. Bourdieu’s topological concept of the field and the units of the social order of the scientific field. It also demonstrates the role of various forms of capital in determining the structure of social space. Based on the case of social sciences, the article explores the formation of scientific fields, their interaction with other fields, and their structure in different scales. The structure of the scientific field on the national scale can be defined as a dichotomy of dominant – dominated or centre – periphery. On the transnational scale, this dichotomy is also relevant but it is represented by national fields. Among them, the dominant position is occupied by the United States and Great Britain, which have the largest amount of symbolic power. The structure of the transnational scientific space, however, is more complex and includes overlapping fields of national, regional and more global dimensions. The article argued that applying the theoretical framework of the field to the study of the transnational scientific field will remain tied to the definition and explanation of the peculiarities and the interaction of national scientific fields as long as national states keep their institutional boundaries in scientific activity.

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Simahate, Tessa, Donni Yudha Prawira, Siti Nurbaidah, Elsya Fitri Utami y Cut Lidya Mutia. "Bibliometric Analysis of Social Sciences". JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 14, n.º 2 (22 de diciembre de 2022): 145. http://dx.doi.org/10.24114/jupiis.v14i2.39526.

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This study aims to determine the outcomes of research conducted by students in the Faculty of Social Sciences between the academic years of 2018 and 2020, as well as the suitability of those results, which includes: the scientific field studied, what topics are saturated and no longer in demand, and the trend of topic distribution growing. At this study, the Deway Decimal Classification (DDC) standard was used to map out the distribution of research fields among students in the Faculty of Social Sciences. In order to develop the roadmap for each study program at the Faculty of Social Sciences, State University of Medan for the upcoming student research, this research combines quantitative and qualitative methods to determine the distribution of thesis research topics. The thesis sample data obtained from the Medan State University Repository was processed using the VosViewer program by means of the data first tabulated with the help of M.S. Excel and the Open Refine Application then analyzed descriptively qualitatively. According to the study's findings, Medan State University's Faculty of Social Sciences will have graduated 1,341 theses between 2018 and 2020 consisting of the History Education Study Program, Geography Education, Anthropology Education and Civics Education. According to data from a mapping of scientific fields based on DDC that depicts the research areas of each study program in the Faculty of Social Sciences, education, research, related historical topics, geography education, national and ethnic groups, and citizenship and related topics are the ones that students are most interested in researching.

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31

Alwin, Duane F. "The General Social Survey: A National Data Resource for the Social Sciences". PS: Political Science and Politics 21, n.º 1 (1988): 90. http://dx.doi.org/10.2307/419968.

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Alwin, Duane F. "The General Social Survey: A National Data Resource for the Social Sciences". PS: Political Science & Politics 21, n.º 01 (diciembre de 1988): 90–94. http://dx.doi.org/10.1017/s1049096500019491.

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33

Berridge, Virginia y John Stewart. "History: a social science neglected by other social sciences (and why it should not be)". Contemporary Social Science 7, n.º 1 (febrero de 2012): 39–54. http://dx.doi.org/10.1080/21582041.2011.652362.

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Price, Don K. "The natural sciences, the social sciences and politics". Minerva 26, n.º 3 (1988): 416–28. http://dx.doi.org/10.1007/bf01096404.

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Kim, K. H., F. W. Roush y M. D. Intriligator. "Overview of Mathematical Social Sciences". American Mathematical Monthly 99, n.º 9 (noviembre de 1992): 838. http://dx.doi.org/10.2307/2324119.

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Elman, Cheryl. "The Social Sciences and Aging". Contemporary Psychology: A Journal of Reviews 42, n.º 10 (octubre de 1997): 929–30. http://dx.doi.org/10.1037/000115.

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Bhandari, Medani P. "The Fundamental Principles of Social Sciences". Business Ethics and Leadership 7, n.º 2 (2023): 73–86. http://dx.doi.org/10.21272/bel.7(2).73-86.2023.

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This paper provides an overview of the fundamental principles of social sciences, encompassing a wide range of academic disciplines dedicated to studying human society and human relationships. Drawing from the author’s understanding of social sciences, it offers a comprehensive examination of key concepts and highlights the significance of social science theories and practices. The paper begins by elucidating the definitions of social sciences, emphasizing their interdisciplinary nature and their focus on understanding societal dynamics. It explores the contributions of major thinkers in the field of social sciences, showcasing their intellectual impact and influential ideas. Furthermore, it presents a selection of notable social science thinkers from the 21st century, illustrating the ongoing evolution of the discipline. A core aspect of the paper focuses on the significant role of social scientists in contributing to societal development. It explores their diverse areas of expertise and the application of their research findings to address social issues and shape public policies. Additionally, the paper delves into the main theories and theoretical developments within social sciences, including the theory of governance, governmentality, network theory, and environmentalism. It specifically addresses the intersection of social sciences with climate change, highlighting the unique challenges and perspectives offered by this field. Sustainable development emerges as a prominent discipline within social sciences, with its emphasis on balancing economic growth, social equity, and environmental protection. The paper explores its relevance in addressing pressing global challenges. Moreover, it examines the emergence of new theories and practices within social sciences, presenting a glimpse of the evolving landscape of research and scholarship. Considering the future direction of social science research and practices, the paper offers insights into potential areas of exploration and the evolving nature of research methodologies. It addresses key research questions, such as what, why, how, when, where, and for whom, providing a framework for comprehensive inquiry. This paper provides a broad overview of social sciences, elucidating key principles, theories, and notable contributions to societal development. By examining the past and present, it also outlines the potential future trajectory of social science research and practices, shedding light on the significance and relevance of this dynamic field.

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38

Ranasinghe, Athula. "Economics and the social sciences". University of Colombo Review 4, n.º 1 (24 de octubre de 2023): 198–200. http://dx.doi.org/10.4038/ucr.v4i1.128.

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Shweder, Richard A. y Ernest Gellner. "Relativism and the Social Sciences." Man 22, n.º 2 (junio de 1987): 368. http://dx.doi.org/10.2307/2802878.

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Donnan, Hastings y Akbar S. Ahmed. "Pakistan: The Social Sciences' Perspective." Man 26, n.º 1 (marzo de 1991): 171. http://dx.doi.org/10.2307/2803490.

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41

Tittenbrun, Jacek. "Social capital: Neither social, nor capital". Social Science Information 53, n.º 4 (3 de julio de 2014): 453–61. http://dx.doi.org/10.1177/0539018414532318.

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Its enormous popularity across the social sciences notwithstanding, the concept of social capital is seriously flawed. More specifically, it is a misnomer; it does not capture the entire extent of the social and has nothing to do with capital in the proper sense of the word.

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42

Weinberg, Thomas S. "Sadomasochism and the Social Sciences". Journal of Homosexuality 50, n.º 2-3 (2 de mayo de 2006): 17–40. http://dx.doi.org/10.1300/j082v50n02_02.

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43

Fontaine, Philippe. "Calling the Social Sciences Names". Revue d'histoire des sciences humaines, n.º 37 (15 de diciembre de 2020): 163–91. http://dx.doi.org/10.4000/rhsh.5333.

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44

Salmon, Merrilee H. "Reasoning in the social sciences". Synthese 97, n.º 2 (noviembre de 1993): 249–67. http://dx.doi.org/10.1007/bf01064117.

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Applebaum, R. y E. A. Tonna. "Social Sciences and Applied Issues". Gerontologist 28, n.º 3 (1 de junio de 1988): 424. http://dx.doi.org/10.1093/geront/28.3.424.

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46

Sykes, J. T. "Social Sciences and Applied Issues". Gerontologist 28, n.º 4 (1 de agosto de 1988): 567–69. http://dx.doi.org/10.1093/geront/28.4.567a.

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Matlak, Jeffrey. "Weeding Older Social Sciences Journals". Behavioral & Social Sciences Librarian 29, n.º 3 (julio de 2010): 169–83. http://dx.doi.org/10.1080/01639269.2010.498762.

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48

Batel, Susana y Rita Guerra. "Social psychology as a social science". Portuguese Journal of Social Science 18, n.º 2 (1 de junio de 2019): 133–36. http://dx.doi.org/10.1386/pjss_00001_2.

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49

Miftakhuddin, Miftakhuddin, Ali Mustadi y Heri Maria Zulfiati. "Misconceptions between Social Studies and Social Sciences among Pre-Service Elementary Teachers". International Journal of Education 12, n.º 1 (20 de agosto de 2019): 16–25. http://dx.doi.org/10.17509/ije.v12i1.17514.

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Resumen

This quantitative study was conducted to identify the misconception between social studies and social sciences among pre-service elementary teachers. Data were collected from the subjects (n=122) drawn by cluster sampling in Yogyakarta. Aiken's validity and Cronbach Alpha were then employed to examine the instrument's quality. Collected data were analyzed using descriptive techniques to examine the level of misconception. The popular misconceptions between social studies and social sciences were identified by the criteria developed by Abraham, Grzybowski, Renner, Marek (1992). The results of the study show that there was a greater understanding of social studies and social sciences for the specific fields of geography, anthropology, and politics. Therefore, the main emphasis should be placed on these fields. The fields that were misconceived included economics, geography, and history. The implications of this research will eventually become the basis and guideline for social studies lecturers to give emphases on the fields of study belonging to social studies, distinguishing them from those of social sciences. In addition, each social science discipline adopted into social studies must receive special attention, given the greater level of misconception among the pre-service teachers in these fields.

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50

Mkandawire, Thandika. "Social development policies: new challenges for the social sciences". International Social Science Journal 58, n.º 189 (16 de enero de 2008): 395–404. http://dx.doi.org/10.1111/j.1468-2451.2007.00637.x.

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