Science and Society: Knowing, Teaching, Learning. Bulletin 57.

Sonst. Personen	Charles, Cheryl (Hrsg.); Samples, Bob (Hrsg.)
Institution	National Council for the Social Studies, Washington, DC.
Titel	Science and Society: Knowing, Teaching, Learning. Bulletin 57.
Quelle	(1978), (88 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Culture; Educational Environment; Educational Objectives; Educational Responsibility; Educational Trends; Elementary Secondary Education; Futures (of Society); Human Development; Interdisciplinary Approach; Knowledge Level; Learning; Learning Motivation; Quality of Life; Relationship; Sciences; Social Adjustment; Social Change; Social Environment; Social Studies; State of the Art Reviews; Teaching Methods; Technological Advancement + Suchen Sie Ihr Suchwort? Schulleistung; Kultur; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Erziehungsverantwortung; Bildungsentwicklung; Future; Society; Zukunft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wissensbasis; Lernen; Motivation for studies; Lernmotivation; Lebensqualität; Wechselbeziehung; Science; Wissenschaft; Soziale Anpassung; Sozialer Wandel; Soziales Umfeld; Gemeinschaftskunde; Entwicklungsstand; Teaching method; Lehrmethode; Unterrichtsmethode; Technological development; Technologische Entwicklung
Abstract	The document presents 12 essays dealing with social implications of science-related issues. Intended for use by social studies/social science educators, the book focuses on curriculum, instruction, and learning environments as well as on intellectual issues related to science and society. The essays are organized into four sections. Section I comprises four articles which describe divergent views of reality. Analyses of perception and belief by psychologist Carl Rogers and physicist Fritjof Capra are critiqued and interpreted for use in the classroom by educators Elizabeth Larkin and Dick Barnhart. Section II comprises two articles on individual responsibility. Humanistic psychologist Rollo May warns that ethics, society, and science are inseparable. Educator H. Michael Hartoonian applies May's remarks to K-12 educational settings. Section III offers three articles identifying issues representative of the science/society relationship and three articles by educators responding to comments about those issues. Discussants are anthropologist Margaret Mead, economist William E. Herrmann, and politician Andrew Young. Topics focus on childrens' attitudes toward science, impact of science and technology upon humans, and decision-making about political, social, and economic issues. Section IV offers comments by Jonas Salk on the quality of life in the future. In the final article, educator Ken Peterson responds to Salk's affirmation that human life will prosper if people shift toward pluralism and a cultural transformation in values. (DB)
Anmerkungen	National Council for the Social Studies, 2030 M Street, N.W., Washington, D.C. 20036 ($4.95 paper cover)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01