Connecting Science and Free Government in Citizenship Education: Teaching about Our Legacy from the Age of Enlightenment.

Autor/in	Patrick, John J.
Institution	Social Studies Development Center, Bloomington, IN.
Titel	Connecting Science and Free Government in Citizenship Education: Teaching about Our Legacy from the Age of Enlightenment.
Quelle	(1987), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Citizenship Education; Civics; Curriculum Development; Democracy; Elementary Secondary Education; Futures (of Society); Interdisciplinary Approach; Science and Society; Science Education; Scientific and Technical Information; Social Change; Social Influences; Social Studies; Technological Literacy; United States History + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Demokratie; Future; Society; Zukunft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Naturwissenschaftliche Bildung; Sozialer Wandel; Sozialer Einfluss; Gemeinschaftskunde; Technisches Wissen
Abstract	To maintain the legacy of freedom from the Age of Enlightenment, educators must effectively teach about the interrelated ideas of modern science and constitutional democracy in both social studies and science courses. The United States most directly and fully exemplifies the civic and scientific ideas which have developed as a result of the Age of Enlightenment. The free practice of modern science is guaranteed only in free societies; and only in those societies are the full benefits and power of modern science likely to be experienced. Educators in the sciences and social studies have been proposing an emphasis on science/technology/society in the core curriculum of secondary schools. The National Assessment of Educational Progress (NAEP) and other studies of student achievement reveal generally low levels of student knowledge about society and values related to scientific inquiry in a free society. Inadequate treatment of science and free government in the curriculum and the classroom is likely to impede education for citizenship in a free society. Educators should expand coverage of science in both United States history and world history and portray science and democracy as the most revolutionary pair of ideas in modern history. There is a need to develop a reasoned commitment among students to the interrelated ideas of scientific inquiry and constitutional democracy, which together define civilization. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC