Artículos de revistas:

1

Finkel, Liza. "Teaching science for social justice". Science Education 89, n.º 2 (2005): 350–52. http://dx.doi.org/10.1002/sce.20075.

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2

Brown, Frank. "Catholic Social Teaching and Economic Science". Catholic Social Science Review 1 (1996): 91–97. http://dx.doi.org/10.5840/cssr1996113.

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3

Ram, Rajesh. "Teaching with biosecurity content in the social sciences learning area: A Year 13 social science teacher’s experience". Waikato Journal of Education 27, n.º 3 (9 de diciembre de 2022): 143–57. http://dx.doi.org/10.15663/wje.v27i3.878.

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In this era of pandemics, asylum seekers, and conflict between super powers, social sciences are a critical subject that can help develop young people who can not only recognise racial and social discrimination but also injustices at a regional, national, and global scale. Mainstream subjects, such as sociology, routinely support learning in the social sciences area. As a science/biology teacher, I wanted to find out whether biosecurity science could be used to support learning in the social sciences area. My interest in biosecurity stems from personal and professional experiences in New Zealand. Further, in my own pedagogical experience, teaching science/biology in schools, I found young people (15–18 years) were unfamiliar with the concept of biosecurity in New Zealand. Considering my experiences, I set out to conduct research to look at the efficacy of using biosecurity in teaching and learning. This paper reports on the experience of one Year 13 social science teacher who used biosecurity content to teach in the social sciences learning area. Classroom observations and individual teacher interviews were used to gather data. The results show that biosecurity content engaged Year 13 social sciences students in the classroom and that the teacher used transformational learning theory to engage his students into undertaking social action related to biosecurity. Given the importance of biosecurity to New Zealand, this paper shows that social sciences as a learning area could support teaching and learning about biosecurity.

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4

Cenić, Dragan y Jelena Petrović. "INTEREST IN SCIENCE AND SCIENCE SUBJECTS TEACHING – HISTORICAL PERSPECTIVE". Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, n.º 1 (31 de julio de 2017): 043. http://dx.doi.org/10.22190/futlte170501005c.

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This paper represents the attempt of the authors to understand and present, from historical perspective, the interest in natural and social sciences, and especially the interest in introducing their contents into teaching. Thus, the authors analyze the interest in natural and social sciences in Ancient Greek and Roman thought, then in Middle Ages and finally in 18th and 19th century when the solid grounds for science teaching was established. The paper points out to the existence of the first traces of science a couple of thousands years B. C., but the development of science connects to the ancient Greece and its major thinkers who made the first theories about the origin of the world. Further studies of nature were, in the Middle Ages, dominated by the Christian ideology in which the origin of the world and occurrence of living creatures were usually connected to the mystic forces. Only with the development of Renaissance, thinkers put the man and his real life problems in the center of their thought. Only then we can testify the stronger interest in natural sciences. In the circumstances of humanistic shaping of social life, entering of scientific contents into teaching and appearance of scientific subjects came naturally. The Modern Epoch brought the great advances in natural and social sciences. At the same time the demands for introducing scientific knowledge into teaching subjects became more prominent. Special credits for introducing science into teaching and development of methodology of science subjects are paid to the great scientists and thinkers of 18th and 19th century.

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5

Narqulovna, Djurayeva Nargis. "IMPROVING THE METHODOLOGY OF TEACHING NATURAL SCIENCES IN PRIMARY CLASSES - A SOCIAL AND EDITORIAL NEED". International Journal of Pedagogics 4, n.º 4 (1 de abril de 2024): 48–50. http://dx.doi.org/10.37547/ijp/volume04issue04-08.

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It is shown in this article that the methodology of teaching natural sciences serves as an educational science that improves the content and methods of comprehensive education of children in the teaching of natural sciences. It seems that in the conditions of today's globalization, effective use of virtual educational platforms in the process of teaching natural sciences in elementary grades, improvement of the methodology of teaching natural sciences based on programmed lessons and virtual educational technologies is of great importance.

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6

Admiraal, W., P. W. van Schaik, A. A. Bastiaanse y 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 (diciembre de 2018): 1–15. http://dx.doi.org/10.17239/l1esll-2018.18.03.04.

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7

King, Gary y Maya Sen. "How Social Science Research Can Improve Teaching". PS: Political Science & Politics 46, n.º 03 (21 de junio de 2013): 621–29. http://dx.doi.org/10.1017/s1049096513000619.

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AbstractWe marshal discoveries about human behavior and learning from social science research and show how these can be used to improve teaching and learning. The discoveries are easily stated as three social science generalizations: (1) social connections motivate, (2) teaching teaches the teacher, and (3) instant feedback improves learning. We show how to apply these generalizations via innovations in modern information technology inside, outside, and across university classrooms. We also give concrete examples of these ideas from innovations we have experimented with in our own teaching.

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8

Cone, Cynthia. "Teaching Applied Anthropology as Humanistic Social Science". Practicing Anthropology 13, n.º 4 (1 de septiembre de 1991): 17–20. http://dx.doi.org/10.17730/praa.13.4.448g0lp027371503.

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In this paper I describe the evolution of the course Applied Research which I teach in the Department of Anthropology at Hamline University. Hamline is small liberal arts college of about 1400 students, two-thirds of whom take some anthropology. The course is limited to sixteen students. A prerequisite is one previous course in anthropology, and the majority of students who take the course are anthropology majors.

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9

Bernik, Igor. "Teaching Social Science Aspects of Information Security". European Conference on Cyber Warfare and Security 22, n.º 1 (19 de junio de 2023): 83–88. http://dx.doi.org/10.34190/eccws.22.1.1210.

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As information security has become increasingly crucial in our daily lives, there is a growing need to teach its social science aspects. This paper explores the challenges and best practices for teaching social science aspects of information security. It begins with the importance of information security and cyberspace and highlights the human aspects of information security. Next, it discusses the role of social science in understanding information security and how social science can help us better design and implement security measures. The paper identifies challenges in teaching social science aspects of information security, such as the interdisciplinary nature of the subject and the need for a standardised curriculum. Finally, the paper outlines best practices for teaching social science aspects of information security, such as using case studies and real-world examples, incorporating interactive and experiential learning, and leveraging existing resources. The conclusion highlights the importance of incorporating social science aspects of information security in education and suggests future research directions.

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10

Lisy, Emily. "Teaching Social Justice in the Science Classroom". Science Teacher 90, n.º 6 (julio de 2023): 28–33. http://dx.doi.org/10.1080/00368555.2023.12315952.

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11

Stephenson, Charles. "Approaches to Social Science History". Teaching History: A Journal of Methods 1, n.º 2 (13 de septiembre de 2019): 54–60. http://dx.doi.org/10.33043/th.1.2.54-60.

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12

Branzuela, Marco J., Eufemia C. Ayro y Michaela Jennarine DL Cruz-Vidal. "Teaching Outside the Box: Senior High School Teaching Experiences, Challenges, and Windows of Innovations of Non-Social Science Majors". International Journal of Multidisciplinary: Applied Business and Education Research 4, n.º 7 (23 de julio de 2023): 2210–22. http://dx.doi.org/10.11594/ijmaber.04.07.06.

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This research examines the experiences of non-social science majors teaching in teaching social science subjects in senior high school. It utilized a mixed-method approach. A survey and an interview were utilized to collect the data. Sixty respondents took the survey to identify their teaching experiences. Five out-of-field social science teachers who were severely challenged were invited to an interview. Results revealed that more female teachers were engaged in out-of-field teaching. Moreover, teachers aged 26-30 are more likely to be assigned to out-of-field teaching. Also, both public and private schools experience the challenge of out-of-field teaching. Most of the teachers engaged in this scenario were non-education graduates. Core subjects under social sciences are the common subjects taught by non-social science majors. The survey reveals the experiences of non-social science majors in their mastery of the subject handled, ability to prepare scholarly learning material, classroom pedagogy/classroom activity, and psychosocial guidance to students for college preparations. It is discovered that non-social science majors always adhere to the challenges posed by out-of-field teaching. However, psychosocial guidance to students for college preparation was the domain that makes it challenging for non-social science majors to overcome. Five themes emerged based on this study; out-of-field teaching experiences, challenges of non-social science majors, coping mechanisms employed by non-social science majors, perception of non-social majors, and roles of school administrators. The COPE approach was devised to aid teachers, school administrators, and the Department of Education to mitigate the challenges posed by out-of-field teaching experiences.

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13

Chukwuma-Nosike, Chika N. "Benefits and Ways of Integrating Technology in Teaching of Social Science Courses in Universities in Nigeria". Frontiers of Contemporary Education 4, n.º 4 (7 de diciembre de 2023): p1. http://dx.doi.org/10.22158/fce.v4n4p1.

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This study is a descriptive survey that investigated benefits and ways of integrating technology in teaching of social science courses in universities in Nigeria. Three research questions guided the study. Population comprised all universities lecturers in Nigeria. Multi-stage, cluster and purposive sampling techniques were used to select sample size of 124 Social Science lecturers from four universities in Imo and Abia states South-East, Nigeria. Two-section rating scale titled Benefits and Ways of Integrating Technology in Teaching of Social Science Courses (BWITTSSC) was used for data collection. Instrument was validated by specialists in Educational Measurement and Evaluation, Educational Technology and Social Sciences. Reliability of instrument was determined using Cronbach Alpha reliability administered once. Reliability index of 0.77 was obtained after analyzing data. Research questions were answered using mean and SD. Study’s findings revealed different technologies that can be integrated in teaching of social science courses and varied benefits of integrating technology in teaching of social science courses which include technology promotes digital literacy, speed and efficiency among teachers and students during teaching. Researcher recommended that technology be integrated into teaching of social science courses to enhance students’ interest, active participation during teaching, leading to retention of knowledge, skills, aptitudes required in labour market.

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14

Ronnby, Alf. "Teaching social work". International Social Work 33, n.º 4 (octubre de 1990): 299–309. http://dx.doi.org/10.1177/002087289003300403.

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15

Lederman, Muriel. "TEACHING SCIENCE WITH THE SOCIAL STUDIES OF SCIENCE FOR EQUITY". Journal of Women and Minorities in Science and Engineering 11, n.º 3 (2005): 257–72. http://dx.doi.org/10.1615/jwomenminorscieneng.v11.i3.40.

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16

DANGANAN, CATHERINE G. "An Investigation on the Remarkable Practices of Social Science Educators in A State University: Training Inputs for Social Science Educators". International Journal of Religion 5, n.º 10 (11 de julio de 2024): 3657–70. http://dx.doi.org/10.61707/06cn3f07.

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This study investigates the remarkable practices implemented by social science educators to enhance student engagement, foster critical thinking, and cultivate a comprehensive understanding of the social sciences. It utilized the multi-case studies as its research design, wherein seven cases of social science educators in a state university were identified and selected. Through the use of cross-case analysis, three overarching themes were developed. First, are the remarkable practices of the social science educators which were the innovative and interactive teaching strategies used by the teachers, using clear and fair assessment, and fostering inclusive learning environment. Second are the challenges faced by social science educators in implementing their remarkable practices, and these are the diversity of learners and accessibility to technology. And lastly, are the strategies for overcoming the challenges, and these are tailoring teaching to diverse learner backgrounds, empowering and motivating students, and technology integration for enhanced understanding. Based from the findings of this study, training inputs for social science educators were also conceptualized.

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17

Fagan, Edward R. "Teaching Literature: Science/Humanities". Bulletin of Science, Technology & Society 8, n.º 5 (octubre de 1988): 498–502. http://dx.doi.org/10.1177/027046768800800506.

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18

Fourez, Gérard. "Ideologies and Science Teaching". Bulletin of Science, Technology & Society 8, n.º 3 (junio de 1988): 269–77. http://dx.doi.org/10.1177/027046768800800306.

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19

George, Stacy Keogh. "Teaching globalisation in the social sciences". Learning and Teaching 10, n.º 3 (1 de diciembre de 2017): 20–33. http://dx.doi.org/10.3167/latiss.2017.100303.

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Abstract This article describes the incorporation of a refugee simulation into an upper-division sociology course on globalisation at a liberal arts institution in the United States. The simulation is designed to inform students of the refugee process in the United States by inviting participants to immerse themselves in refugee experiences by adopting identities of actual refugee families as they complete four stages of the refugee application process. Student reactions to the refugee simulation suggest that it is an effective tool for demonstrating the complexities of the refugee experience in the United States and for evoking social empathy.

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20

Sharma, Manju. "ROLE OF INOVATIVE METHODS IN TEACHING SOCIAL SCIENCE". SDES-International Journal of Interdisciplinary Research 1, n.º 1 (31 de agosto de 2020): 19. http://dx.doi.org/10.47997/sdes-ijir/1.1.2020.19-23.

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21

Goodey, Chris. "Teaching for Ford: real life and social science". Open Learning: The Journal of Open, Distance and e-Learning 11, n.º 2 (junio de 1996): 41–43. http://dx.doi.org/10.1080/0268051960110206.

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22

Tuggle, C. A., Don Sneed y K. Tim Wulfemeyer. "Teaching Media Studies as High School Social Science". Journalism & Mass Communication Educator 54, n.º 4 (diciembre de 1999): 67–76. http://dx.doi.org/10.1177/107769589905400407.

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23

Aikenhead, Glen S. "Collective Social Decision-Making : Implications for Teaching Science". Bulletin of Science, Technology & Society 5, n.º 2 (abril de 1985): 117–29. http://dx.doi.org/10.1177/027046768500500202.

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24

Benne, Kenneth D. y Max Birnbaum. "Teaching and Learning About Science and Social Policy". Bulletin of Science, Technology & Society 5, n.º 3 (junio de 1985): 225. http://dx.doi.org/10.1177/027046768500500303.

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25

Ningsih, Tutuk y Gautam Kumar Jha. "Strengthening Student Competency in Making Social Science Learning Media, Social Science Development Courses". Journal of Innovation in Educational and Cultural Research 2, n.º 1 (15 de junio de 2021): 1–6. http://dx.doi.org/10.46843/jiecr.v2i1.23.

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The teaching and learning process is not only limited to providing material, but also utilizing media that is suitable with the material to be taught. Learning media has a very important role, therefore the media in learning has a function as a tool in the teaching and learning process to engage students to be active in learning. Social science learning process requires learning media to be used by teachers to stimulate students' minds. This study aims to describe and analyze the strengthening of student competencies in making social studies learning media in Social Development courses in the Postgraduate Study Program at IAIN Purwokerto. This type of research is a qualitative study. Data collection techniques used are through observation, interviews and documentation. Development of student competency in Madrasah Ibtidaiyah Teacher Education Study Program IAIN Purwokerto develops learning media especially social science subjects at the Madrasah Ibtidaiyah education level. The results of competency development is learning media that can be used by teachers in delivering material in social science subjects. The development of media produced by students is in the form of Mini Zoo media, ASEAN Box media and Traditional and Modern Markets Miniature media.

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26

Matthews, Michael R. "Introduction — History of science and science teaching". Interchange 20, n.º 2 (junio de 1989): 1–2. http://dx.doi.org/10.1007/bf01807042.

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27

Coote, Nicholas. "Catholic Social Teaching". Social Policy & Administration 23, n.º 2 (agosto de 1989): 150–60. http://dx.doi.org/10.1111/j.1467-9515.1989.tb00507.x.

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28

KARAHAN, Engin y Gillian ROEHRIG. "Case Study of Science and Social Studies Teachers Co-Teaching Socioscientific Issues-Based Instruction". Eurasian Journal of Educational Research 17, n.º 72 (30 de noviembre de 2017): 1. http://dx.doi.org/10.14689/ejer.2017.72.4.

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29

Christensen, Anders Stig y Nora Elise Hesby Mathé. "Higher order thinking in social science education". Sammenlignende Fagdidaktik 2023, n.º 7 (22 de junio de 2023): 11–36. http://dx.doi.org/10.7146/sammenlignendefagdidaktik.v2023i7.138199.

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The aim of this article is to discuss what kinds of higher order thinking are encouraged in social science lessons in lower secondary school. The study used a research design employed by Klette et al. (2017) with video-taped lessons from social science education in Denmark and Norway. We identified teaching segments that included activities promoting higher order thinking and analysed them to produce an overview of the characteristics of cognitively demanding teaching. We found several examples of teaching that encouraged students’ higher order thinking, either by facilitating student’s interaction with complex knowledge or engaging them in demanding cognitive processes. By analysing selected examples, we found that the relationship between knowledge and processes was not linear: it seems possible to have a cognitively demanding task with little knowledge, and simple tasks performed oncomplex knowledge. We argue for using a two-dimensional model that captures cognitive processes as well as different types of knowledge required.

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30

Chambers, David Wade y David Turnbull. "Science Worlds: An Integrated Approach to Social Studies of Science Teaching". Social Studies of Science 19, n.º 1 (febrero de 1989): 155–79. http://dx.doi.org/10.1177/030631289019001008.

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31

Agarwal, Ruchi. "Negotiating Visions of Teaching: Teaching Social Studies for Social Justice". Social Studies Research and Practice 6, n.º 3 (1 de noviembre de 2011): 54–66. http://dx.doi.org/10.1108/ssrp-03-2011-b0004.

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Pre-service teachers may leave their graduate programs with strong social justice leanings, yet most begin teaching struggling to integrate their visions into a context constrained by accountability demands. Pressures and constraints, such as high-stakes testing and mandated curriculum, may require teachers committed to social justice to negotiate what they want to teach and what they are able to teach. This piece highlights the daunting journey of one beginning teacher and her struggle to uphold her commitment to teach for social justice while still meeting administrative expectations. The study’s findings point to the myriad complexities surrounding teaching social studies for social justice, especially regarding integrating social justice content into the general curriculum. As a result of these findings, several questions have been formulated for further research surrounding the education of teachers for social justice.

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32

Gibbons, Jill y Mel Gray. "Teaching social work students about social policy". Australian Social Work 58, n.º 1 (marzo de 2005): 58–75. http://dx.doi.org/10.1111/j.0312-407x.2005.00184.x.

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33

Ozminkowski, Mariusz. "A Reply to “Myths About the Physical Sciences and Their Implications for Teaching Political Science”". PS: Political Science & Politics 38, n.º 1 (enero de 2005): 3–5. http://dx.doi.org/10.1017/s1049096505055642.

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Well, let us admit, we all suffer from at least a mild case of “social sciences inferiority complex.” So it seems does Kim Quaile Hill in his spirited defense of the “less exact” part of academe. He finds his students' skepticism about (maybe even disdain for) political science troubling and frustrating. He is unhappy with students questioning the validity and certainty of social sciences. He fights back. However, his solution to the problem is not only ill-conceived, but it has the potential of harming his (our?) own cause. Instead of dealing with students' skepticism of the scientific character of social sciences, he blames that skepticism on students' misperceptions and misconceptions about physical sciences. Still, initially his argument sounds convincing when the misconceptions are framed in terms of scientific illiteracy, pseudo-science, and superstition. The first impression is—of course, how one can appreciate social sciences without a good understanding of science in the more traditional hard-sciences sense. Yet, we quickly discover that is not the author's point. It is the opposite. It is not so much about distrusting physical sciences, but rather about trusting it too much. With so much faith in physical sciences, social sciences are perceived as soft, inaccurate, and uncertain.

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34

Frankel, Carl S. "Teaching Science To the Unimpressed". Bulletin of Science, Technology & Society 10, n.º 3 (junio de 1990): 130–32. http://dx.doi.org/10.1177/027046769001000302.

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35

Klassen, Stephen. "Introduction – Stories in Science Teaching". Interchange 41, n.º 4 (octubre de 2010): 311–13. http://dx.doi.org/10.1007/s10780-010-9131-2.

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36

Atkinson, Paul. "Teaching Students about Science". Social Studies of Science 17, n.º 1 (febrero de 1987): 189–92. http://dx.doi.org/10.1177/030631287017001012.

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37

Marthinsen, Edgar. "Social work practice and social science history". Social Work and Social Sciences Review 15, n.º 1 (20 de diciembre de 2012): 5–27. http://dx.doi.org/10.1921/swssr.v15i1.505.

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Social work may be regarded as a product of the Enlightment together with other social sciences. The ontological shift from religious perspectives to a secularly based responsibility that opens up for political as well as individual action is regarded as a baseline for modern social work. Social work itself has struggled to develop an academic identity and a sustainable social field within the social sciences. Social work has historically experienced a gap between research and practice, relating to social sciences and other subjects as part of its teaching without a firm scientific foundation for social works own practice. If social work earlier developed related to ideas of welfare and social policy in practice it may now be moving in a new direction towards more than being based on scientific development within its own field. Over the last decades the need for scientific development within social work has strengthened its relation to research and social science. There seems to be arguments to support that social work is moving with research in directions which may be regarded as an epistemological turn based on understanding of knowledge production as well as a linguistic turn where the construction of meaning enhance the importance of regarding different lifeworlds and worldviews as basis for claiming some egalitarian positions for different positions as clients as well as researchers and practitioners.

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38

Sharma, Brajesh Kumar y Vishal Kumar Shukla. "Interdisciplinary Approach to Education with Special Reference to Social Science at Secondary Schools". BSSS Journal of Education 12, n.º 01 (30 de junio de 2023): 41–51. http://dx.doi.org/10.51767/je1203.

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Knowledge is a holistic unit. The various subjects of the school curriculum are branches of a holistic knowledge. In this way, the text material of another subject proves helpful in the teaching process of another subject. In this way, educational problems can be solved by uniting the knowledge of different fields. For this Herbert says, “The subjects of the course should be arranged in such a way that in the teaching of one subject, the knowledge of the other subjects can be useful”. In other words, "to solve a set of problems whose solution can be achieved only by integrating parts of existing disciplines" known as interdisciplinary approach of teaching. Social science subject is a subject providing study and aims of perfect living in society. The Interdisciplinary approach is one of the method to teach social science in schools because this approach tries to develop social science knowledge with other disciplines to provide better knowledge of the subject. Now in the current status of education the disciplinary approach of studying all the discipline separately has been losing its importance and trans-disciplinary and interdisciplinary approach are back with objective of giving practical shape to the knowledge instead of theoretical knowledge of the subjects. The main objective of present article is to find out the possibilities of interdisciplinary approach in the field of social science at secondary school level.

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39

Williams, Unislawa, Robert Brown, Marilyn Davis, Tinaz Pavri y Fatemeh Shafiei. "Teaching Data Science in Political Science: Integrating Methods with Substantive Curriculum". PS: Political Science & Politics 54, n.º 2 (29 de enero de 2021): 336–39. http://dx.doi.org/10.1017/s1049096520001687.

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ABSTRACTThe importance of data science in society today is undeniable, and now is the time to prepare data science talent (National Academies of Sciences, Engineering, and Medicine 2018). Data science demands collaboration, but collaboration within political science departments has been weak in teaching data science. Bridging substantive and methods courses can critically aid in teaching data science because it facilitates this collaboration. Our innovation is to integrate data science into both substantive and methods courses through a dedicated data science course and modules on data science topics taught in substantive courses. This approach allows not only for more opportunities for teaching and practice of data science methods but also helps students to understand how social, economic, and political biases and incentives can affect their data.

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40

Pryke, Sam. "The use of Socrative in university social science teaching". Learning and Teaching 13, n.º 1 (1 de marzo de 2020): 67–86. http://dx.doi.org/10.3167/latiss.2020.130105.

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Socrative is an online platform that allows a teacher to put questions to students through an app on their smart phone or tablet. In existence since 2011, its use is now quite common in university teaching. But is Socrative any good? This article reviews the literature on the device and discusses my research on the use of the app, the first carried out with social science students. The secondary research findings are that students find Socrative easy to use, fun, of genuine benefit to their learning and a medium that aids active participation. Furthermore, there is evidence that it benefits attainment as testing helps memory retention. My research findings broadly concur. Also considered is how Socrative use can be extended beyond revision-style testing to introduce students to new information that challenges existing beliefs and to elicit controversial opinions and sensitive information.

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41

Hiom, Debra y Lesly Huxley. "Using SOSIG to support Social Science Teaching and Research". Sociological Research Online 1, n.º 3 (octubre de 1996): 22–25. http://dx.doi.org/10.5153/sro.25.

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42

Dodd, Janice. "Review of Transforming Undergraduate Science Teaching: Social Constructivist Perspectives". Canadian Journal of Higher Education 32, n.º 3 (31 de diciembre de 2002): 131–35. http://dx.doi.org/10.47678/cjhe.v32i3.183425.

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43

Forrest, Simon. "Teaching social science research methods to undergraduate medical students". Teaching Public Administration 35, n.º 3 (20 de julio de 2017): 280–300. http://dx.doi.org/10.1177/0144739417715894.

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44

Stack, Steven. "Teaching and Salaries in Social Science: A Research Note". Social Science Quarterly 95, n.º 3 (21 de abril de 2014): 785–94. http://dx.doi.org/10.1111/ssqu.12087.

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45

Basyah, Nazaruddin Ali, Irham Fahmi, Ruaida Abdul Majid y Sakdiyah Yunus. "Principles for Teaching Economics and Social Science Education Discourse". Path of Science 9, n.º 6 (30 de junio de 2023): 4017–22. http://dx.doi.org/10.22178/pos.93-12.

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Schug, Mark C. "Teaching Economic Reasoning to Children". Citizenship, Social and Economics Education 1, n.º 1 (marzo de 1996): 79–88. http://dx.doi.org/10.2304/csee.1996.1.1.79.

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The author discusses the differing perspectives which the social sciences offer to young people to analyse problems. Perspectives from history, political science and geography are briefly discussed. The author stresses that the child's perspective of the social world differs from the ones offered by social scientists. Following a summary of the economic thinking of children and adolescents, the author stresses that economics also presents students with an important perspective through the application of economic principles involving choice, costs, incentives, rules, trade, and future consequences. These economic principles are explained by reference to an example of why the buffalo population in the United States nearly became extinct and why it is now recovering. The author concludes with suggestions for how teachers can bring an economic perspective into the classroom. Readers are provided with three ‘economic mysteries' as examples of classroom activities.

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Welch, Penny y Susan Wright. "Editorial". Learning and Teaching 13, n.º 2 (1 de junio de 2020): v—vii. http://dx.doi.org/10.3167/latiss.2020.130201.

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In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, authors from Denmark, the United States, Taiwan and the United Kingdom analyse serendipity in anthropology teaching, the use of lecture videos in political science, peer dialogue in education studies, polarisation anxiety among social science students and active learning in criminology.

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48

Kowalewski, Tadeusz. "Social principles of Catholic social science at the basis of social work in Poland". Praca Socjalna 37, n.º 2 (30 de junio de 2022): 205–24. http://dx.doi.org/10.5604/01.3001.0015.9038.

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The author in the introduction shows the need to reflect on social relations. He uses the desk research method with the help of a literature query on the subject and he carries the topic through the prism of sociology, psychology and philosophy. Relating the subject considerations to these disciplines creates the basis for an approach from the perspective of Catholic social teaching. This point of view allows for the articulation of basic social principles which are solidarity, the common weal and subsidiarity. These social principles have a common denominator, which is the dignity of the human being. As the basis of the principles of social life, it is both natural and supernatural. The dignity of the human person is recognized as a universal value. It is the basis of other social principles because it defines the subject of social relations. On the other hand, social relations in social work are governed by the principles of social work, which have been present in Polish practice and theory of social work for almost a hundred years. The author of this paper indicates selected threads of the Polish tradition of social work. These principles are not only purely theoretical, but also apply to the practice of social work. The main goal is to help individuals and families to strengthen or regain the ability to function in society. It is possible by fulfilling appropriate social roles and creating conditions that favor this goal. Based on the catalog of social work principles, the author analyzes their relationship between the social principles and Catholic social teaching. The conducted theoretical reflection leads the author to the conclusion that the principles of social work are compatible with the principles of social life of Catholic social teaching and should be an inspiration for social work in Polish reality.

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Middleman, Ruth. "Teaching in Social Work". Journal of Teaching in Social Work 1, n.º 1 (23 de julio de 1987): 131–40. http://dx.doi.org/10.1300/j067v01n01_10.

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Falck, Hans S. "Teaching Social Group Work". Journal of Teaching in Social Work 6, n.º 1 (25 de septiembre de 1992): 189–91. http://dx.doi.org/10.1300/j067v06n01_12.

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