Literatura científica selecionada sobre o tema "Teaching - social science"
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Artigos de revistas sobre o assunto "Teaching - social science"
Finkel, Liza. "Teaching science for social justice". Science Education 89, n.º 2 (2005): 350–52. http://dx.doi.org/10.1002/sce.20075.
Texto completo da fonteBrown, Frank. "Catholic Social Teaching and Economic Science". Catholic Social Science Review 1 (1996): 91–97. http://dx.doi.org/10.5840/cssr1996113.
Texto completo da fonteRam, 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 dezembro de 2022): 143–57. http://dx.doi.org/10.15663/wje.v27i3.878.
Texto completo da fonteCenić, Dragan, e 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 julho de 2017): 043. http://dx.doi.org/10.22190/futlte170501005c.
Texto completo da fonteNarqulovna, 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.
Texto completo da fonteAdmiraal, W., P. W. van Schaik, A. A. Bastiaanse e 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 (dezembro de 2018): 1–15. http://dx.doi.org/10.17239/l1esll-2018.18.03.04.
Texto completo da fonteKing, Gary, e Maya Sen. "How Social Science Research Can Improve Teaching". PS: Political Science & Politics 46, n.º 03 (21 de junho de 2013): 621–29. http://dx.doi.org/10.1017/s1049096513000619.
Texto completo da fonteCone, Cynthia. "Teaching Applied Anthropology as Humanistic Social Science". Practicing Anthropology 13, n.º 4 (1 de setembro de 1991): 17–20. http://dx.doi.org/10.17730/praa.13.4.448g0lp027371503.
Texto completo da fonteBernik, Igor. "Teaching Social Science Aspects of Information Security". European Conference on Cyber Warfare and Security 22, n.º 1 (19 de junho de 2023): 83–88. http://dx.doi.org/10.34190/eccws.22.1.1210.
Texto completo da fonteLisy, Emily. "Teaching Social Justice in the Science Classroom". Science Teacher 90, n.º 6 (julho de 2023): 28–33. http://dx.doi.org/10.1080/00368555.2023.12315952.
Texto completo da fonteTeses / dissertações sobre o assunto "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.
Texto completo da fonteTitle 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.
Texto completo da fonteButterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.
Texto completo da fonteENGLISH 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/.
Texto completo da fontePanzo, 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.
Texto completo da fonteAmicone, 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.
Texto completo da fonteSmith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
Texto completo da fonteLoveless, Linda H. "Staff development training for implementing a history-social science curriculum". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.
Texto completo da fonteLam, 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.
Texto completo da fonteMartin, 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.
Texto completo da fonteLivros sobre o assunto "Teaching - social science"
Cross, R. T. Teaching science for social responsibility. Sydney: St Louis Press, 1992.
Encontre o texto completo da fonteRedlands Unified School District (Calif.), ed. History-social science curriculum. [Redlands, Calif.]: The District, 1990.
Encontre o texto completo da fonteRedlands Unified School District (Calif.), ed. History-social science curriculum. [Redlands, Calif.]: The District, 1990.
Encontre o texto completo da fonteJoan, Solomon. Teaching science, technology and society. Buckingham: Open University Press, 1992.
Encontre o texto completo da fonteJoan, Solomon. Teaching science, technology, and society. Buckingham: Open University Press, 1993.
Encontre o texto completo da fonteRobb, Laura. Teaching reading in social studies, science, and math. New York: Scholastic Professional Books, 2003.
Encontre o texto completo da fonteLee, James Michael. The sacrament of teaching: A social science approach. Birmingham, Ala: Religious Education Press, 1999.
Encontre o texto completo da fonteMassachusetts. Dept. of Education. Massachusetts history/social science curriculum framework. [Malden, Mass: Massachusetts Dept. of Education], 1997.
Encontre o texto completo da fonteJ, Mouton, Human Sciences Research Council. Division for Research Methodology. e Randse Afrikaanse Universiteit. Dept. of Philosophy., eds. Social science, society, and power. Pretoria: Human Sciences Research Council, 1986.
Encontre o texto completo da fonteGeorge, Alex M. Teaching social science in schools: NCERT's new textbook initiative. New Delhi: SAGE Publications, 2009.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Teaching - social science"
Sunny, Yemuna, e Simantini Dhuru. "Approaches to teaching social sciences". In Social Science Education, 85–130. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003449348-7.
Texto completo da fonteJevons, F. R. "The Social Implications of Science". In The Teaching of Science, 57–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003311089-3.
Texto completo da fontevan Aalst, Jan, Jin Mu, Crina Damşa e Sydney E. Msonde. "Science, Social Science, and the “Post” Discourses". In Learning Sciences Research for Teaching, 90–107. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315697239-7.
Texto completo da fonteKutrovátz, Gábor, e Gábor Áron Zemplén. "Social Studies of Science and Science Teaching". In International Handbook of Research in History, Philosophy and Science Teaching, 1119–41. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_34.
Texto completo da fontePeng, Long. "Teaching English through Science". In Teaching English Through ELA, Mathematics, Science, and Social Studies, 71–100. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003081005-3.
Texto completo da fonteHazzan, Orit, e Koby Mike. "Data Science for Social Science and Digital Humanities Research". In Guide to Teaching Data Science, 283–301. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24758-3_19.
Texto completo da fonteSunny, Yemuna, e Simantini Dhuru. "Technology, teaching, and the practice of social sciences". In Social Science Education, 131–58. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781003449348-8.
Texto completo da fonteHazzan, Orit, e Koby Mike. "Social and Ethical Issues of Data Science". In Guide to Teaching Data Science, 179–95. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24758-3_12.
Texto completo da fonteMaulucci, Maria S. Rivera, e Kassidy T. Fann. "Teaching for Social Justice in Science Education". In Studying Science Teacher Identity, 111–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-379-7_6.
Texto completo da fonteMaulucci, Maria S. Rivera, e Kassidy T. Fann. "Teaching for Social Justice in Science Education". In Studying Science Teacher Identity, 111–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-528-9_6.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Teaching - social science"
Taşer, Seyit. "SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE". In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.
Texto completo da fonteSemiz, Marina. "JOURNALS OF SOCIAL SCIENCES IN SERBIA BETWEEN GLOBAL AND NATIONAL INTERESTS". In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.181s.
Texto completo da fonteHagen, Loni. "Teaching Data Science to Social Sciences and Humanities Students". In dg.o '20: The 21st Annual International Conference on Digital Government Research. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3396956.3396968.
Texto completo da fontePurnomo, Arif, Wasino, Suyahmo e Tri Marheni Puji Astuti. "Teaching Controversy in Social Science Class". In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.088.
Texto completo da fonteBartienieva, Iryna, e Oksana Nozdrova. "PROJECT TECHNOLOGY AS MEANS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS". In SOCIAL FUNCTION OF SCIENCE, TEACHING AND LEARNING. International Science Group, 2020. http://dx.doi.org/10.46299/isg.ibi.vii.
Texto completo da fonteLetina, Alena, e Valenatina Filko. "DIGITAL MEDIA IN SCIENCE AND SOCIAL STUDIES TEACHING". In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1817.
Texto completo da fonteZlatić, Lidija, e Slađana Luković. "THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLS". In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.93z.
Texto completo da fonteŠkorić, Jovana, e Marko Škorić. "THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION". In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.
Texto completo da fonteRadovanović, Dragan, e Emilija Stojanović. "ANTI-DOPING PROGRAMS IN CONTEMPORARY SOCIAL AND EDUCATIONAL CONTEXT". In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.373r.
Texto completo da fonteWilliams, Titus. "DEALING WITH MULTICULTURALISM AND SOCIAL JUSTICE IN DIVERS SOCIAL SCIENCE CLASSROOMS: PERCEPTIONS AND EXPERIENCES OF INTERMEDIATE PHASE STUDENT TEACHERS". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end014.
Texto completo da fonteRelatórios de organizações sobre o assunto "Teaching - social science"
Nyman, Matt, Nancy Staus e Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, setembro de 2023. http://dx.doi.org/10.5399/osu/1163.
Texto completo da fonteRuediger, Dylan, Danielle Cooper, Angela Bardeen, Liesl Baum, Shmuel Ben-Gad, Shaun Bennett, Kathleen Berger et al. Fostering Data Literacy: Teaching with Quantitative Data in the Social Sciences. Ithaka S+R, setembro de 2022. http://dx.doi.org/10.18665/sr.317506.
Texto completo da fonteSidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina e Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, janeiro de 2024. http://dx.doi.org/10.12731/er0786.29012024.
Texto completo da fonteCondon, Patricia, Eleta Exline e 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.
Texto completo da fontePritchett, Lant, e Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), abril de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
Texto completo da fonteKourkoutas, Konstantinos, Begonya Saez, Veronica Junjan, Anders Riel Müller, Wiro Kuipers, Fabio Hernández Palacio, Kristiane Marie Fjær Lindland, Tina-Simone Neset e 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, abril de 2024. http://dx.doi.org/10.31265/usps.276.
Texto completo da fonteEnsuring 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.
Texto completo da fonte