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Artykuły w czasopismach na temat "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.
Pełny tekst źródłaBrown, Frank. "Catholic Social Teaching and Economic Science". Catholic Social Science Review 1 (1996): 91–97. http://dx.doi.org/10.5840/cssr1996113.
Pełny tekst źródłaRam, 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 (9.12.2022): 143–57. http://dx.doi.org/10.15663/wje.v27i3.878.
Pełny tekst źródłaCenić, Dragan, i 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.
Pełny tekst źródłaNarqulovna, Djurayeva Nargis. "IMPROVING THE METHODOLOGY OF TEACHING NATURAL SCIENCES IN PRIMARY CLASSES - A SOCIAL AND EDITORIAL NEED". International Journal of Pedagogics 4, nr 4 (1.04.2024): 48–50. http://dx.doi.org/10.37547/ijp/volume04issue04-08.
Pełny tekst źródłaAdmiraal, W., P. W. van Schaik, A. A. Bastiaanse i 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 (grudzień 2018): 1–15. http://dx.doi.org/10.17239/l1esll-2018.18.03.04.
Pełny tekst źródłaKing, Gary, i 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.
Pełny tekst źródłaCone, Cynthia. "Teaching Applied Anthropology as Humanistic Social Science". Practicing Anthropology 13, nr 4 (1.09.1991): 17–20. http://dx.doi.org/10.17730/praa.13.4.448g0lp027371503.
Pełny tekst źródłaBernik, 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.
Pełny tekst źródłaLisy, Emily. "Teaching Social Justice in the Science Classroom". Science Teacher 90, nr 6 (lipiec 2023): 28–33. http://dx.doi.org/10.1080/00368555.2023.12315952.
Pełny tekst źródłaRozprawy doktorskie na temat "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.
Pełny tekst źródłaTitle 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.
Pełny tekst źródłaButterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.
Pełny tekst źródłaENGLISH 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/.
Pełny tekst źródłaPanzo, 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.
Pełny tekst źródłaAmicone, 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.
Pełny tekst źródłaSmith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
Pełny tekst źródłaLoveless, Linda H. "Staff development training for implementing a history-social science curriculum". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.
Pełny tekst źródłaLam, 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.
Pełny tekst źródłaMartin, 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.
Pełny tekst źródłaKsiążki na temat "Teaching - social science"
Cross, R. T. Teaching science for social responsibility. Sydney: St Louis Press, 1992.
Znajdź pełny tekst źródłaRedlands Unified School District (Calif.), red. History-social science curriculum. [Redlands, Calif.]: The District, 1990.
Znajdź pełny tekst źródłaRedlands Unified School District (Calif.), red. History-social science curriculum. [Redlands, Calif.]: The District, 1990.
Znajdź pełny tekst źródłaJoan, Solomon. Teaching science, technology and society. Buckingham: Open University Press, 1992.
Znajdź pełny tekst źródłaJoan, Solomon. Teaching science, technology, and society. Buckingham: Open University Press, 1993.
Znajdź pełny tekst źródłaRobb, Laura. Teaching reading in social studies, science, and math. New York: Scholastic Professional Books, 2003.
Znajdź pełny tekst źródłaLee, James Michael. The sacrament of teaching: A social science approach. Birmingham, Ala: Religious Education Press, 1999.
Znajdź pełny tekst źródłaMassachusetts. Dept. of Education. Massachusetts history/social science curriculum framework. [Malden, Mass: Massachusetts Dept. of Education], 1997.
Znajdź pełny tekst źródłaJ, Mouton, Human Sciences Research Council. Division for Research Methodology. i Randse Afrikaanse Universiteit. Dept. of Philosophy., red. Social science, society, and power. Pretoria: Human Sciences Research Council, 1986.
Znajdź pełny tekst źródłaGeorge, Alex M. Teaching social science in schools: NCERT's new textbook initiative. New Delhi: SAGE Publications, 2009.
Znajdź pełny tekst źródłaCzęści książek na temat "Teaching - social science"
Sunny, Yemuna, i Simantini Dhuru. "Approaches to teaching social sciences". W Social Science Education, 85–130. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003449348-7.
Pełny tekst źródłaJevons, F. R. "The Social Implications of Science". W The Teaching of Science, 57–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003311089-3.
Pełny tekst źródłavan Aalst, Jan, Jin Mu, Crina Damşa i Sydney E. Msonde. "Science, Social Science, and the “Post” Discourses". W Learning Sciences Research for Teaching, 90–107. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315697239-7.
Pełny tekst źródłaKutrovátz, Gábor, i Gábor Áron Zemplén. "Social Studies of Science and Science Teaching". W 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.
Pełny tekst źródłaPeng, Long. "Teaching English through Science". W Teaching English Through ELA, Mathematics, Science, and Social Studies, 71–100. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003081005-3.
Pełny tekst źródłaHazzan, Orit, i Koby Mike. "Data Science for Social Science and Digital Humanities Research". W Guide to Teaching Data Science, 283–301. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24758-3_19.
Pełny tekst źródłaSunny, Yemuna, i Simantini Dhuru. "Technology, teaching, and the practice of social sciences". W Social Science Education, 131–58. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003449348-8.
Pełny tekst źródłaHazzan, Orit, i Koby Mike. "Social and Ethical Issues of Data Science". W Guide to Teaching Data Science, 179–95. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24758-3_12.
Pełny tekst źródłaMaulucci, Maria S. Rivera, i Kassidy T. Fann. "Teaching for Social Justice in Science Education". W Studying Science Teacher Identity, 111–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_6.
Pełny tekst źródłaMaulucci, Maria S. Rivera, i Kassidy T. Fann. "Teaching for Social Justice in Science Education". W Studying Science Teacher Identity, 111–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_6.
Pełny tekst źródłaStreszczenia konferencji na temat "Teaching - social science"
Taşer, Seyit. "SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE". W 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.
Pełny tekst źródłaSemiz, Marina. "JOURNALS OF SOCIAL SCIENCES IN SERBIA BETWEEN GLOBAL AND NATIONAL INTERESTS". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.181s.
Pełny tekst źródłaHagen, Loni. "Teaching Data Science to Social Sciences and Humanities Students". W 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.
Pełny tekst źródłaPurnomo, Arif, Wasino, Suyahmo i Tri Marheni Puji Astuti. "Teaching Controversy in Social Science Class". W 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.
Pełny tekst źródłaBartienieva, Iryna, i Oksana Nozdrova. "PROJECT TECHNOLOGY AS MEANS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS". W SOCIAL FUNCTION OF SCIENCE, TEACHING AND LEARNING. International Science Group, 2020. http://dx.doi.org/10.46299/isg.ibi.vii.
Pełny tekst źródłaLetina, Alena, i Valenatina Filko. "DIGITAL MEDIA IN SCIENCE AND SOCIAL STUDIES TEACHING". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1817.
Pełny tekst źródłaZlatić, Lidija, i Slađana Luković. "THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLS". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.93z.
Pełny tekst źródłaŠkorić, Jovana, i Marko Škorić. "THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.
Pełny tekst źródłaRadovanović, Dragan, i Emilija Stojanović. "ANTI-DOPING PROGRAMS IN CONTEMPORARY SOCIAL AND EDUCATIONAL CONTEXT". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.373r.
Pełny tekst źródłaWilliams, Titus. "DEALING WITH MULTICULTURALISM AND SOCIAL JUSTICE IN DIVERS SOCIAL SCIENCE CLASSROOMS: PERCEPTIONS AND EXPERIENCES OF INTERMEDIATE PHASE STUDENT TEACHERS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end014.
Pełny tekst źródłaRaporty organizacyjne na temat "Teaching - social science"
Nyman, Matt, Nancy Staus i Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, wrzesień 2023. http://dx.doi.org/10.5399/osu/1163.
Pełny tekst źródłaRuediger, Dylan, Danielle Cooper, Angela Bardeen, Liesl Baum, Shmuel Ben-Gad, Shaun Bennett, Kathleen Berger i in. Fostering Data Literacy: Teaching with Quantitative Data in the Social Sciences. Ithaka S+R, wrzesień 2022. http://dx.doi.org/10.18665/sr.317506.
Pełny tekst źródłaSidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina i Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, styczeń 2024. http://dx.doi.org/10.12731/er0786.29012024.
Pełny tekst źródłaCondon, Patricia, Eleta Exline i 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.
Pełny tekst źródłaPritchett, Lant, i Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), kwiecień 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Pełny tekst źródłaKourkoutas, Konstantinos, Begonya Saez, Veronica Junjan, Anders Riel Müller, Wiro Kuipers, Fabio Hernández Palacio, Kristiane Marie Fjær Lindland, Tina-Simone Neset i 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, kwiecień 2024. http://dx.doi.org/10.31265/usps.276.
Pełny tekst źródłaEnsuring 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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