Tai wan she hui yan jiu ji kan: Taiwan: a radical quarterly in social studies
ISSN: 1021-9528
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ISSN: 1021-9528
In: Science, technology & society: an international journal devoted to the developing world, Band 1, Heft 1, S. 210-210
ISSN: 0973-0796
In: Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World
ISSN: 0251-3560
In: Revue internationale des sciences sociales, Band 180, Heft 2, S. 287
ISSN: 0304-3037
In: Oxford scholarship online
In: Psychology
Although the world has experienced many epidemics, the novel coronavirus (COVID-19) is exactly that - novel. The impacts on society's way of life, education, family, and economy are drastic. As a result, people seek explanations that have answers rooted in social science. 'The Social Science of the COVID-19 Pandemic' draws on theories derived from the social sciences to address the multitude of questions raised by the pandemic and to inspire a future generation of researchers. This book focuses specifically on the social science of a pandemic. While medical, health, and other sciences are critical to understanding a pandemic, so, too, is understanding the role of society and person. Together, psychology and society shape every aspect of life, and the COVID-19 pandemic is no exception to this pattern. Parts of society - and science - will be forever affected.
This study investigated the perceptions of the role of Botswana's social studies teachers at secondary school level in fostering citizenship competencies and skills. Survey questionnaires were used to collect data comprising close and open-ended questions. The total population comprised forty-one respondents purposively sampled from nine junior and senior secondary schools in rural and urban locations. These included thirty four social studies teachers and seven head of departments. Data were analyzed quantitatively using descriptive statistics. The findings revealed that, contrary to expectations the Botswana's social studies curriculum does not promote the acquisition of citizenship skills. There is a disconnection between what social studies teachers think they do and what actually happens on the ground. In fact, the mere teaching of citizenship skills does not automatically translate into equipping learners with the relevant and appropriate competencies. Successful implementation of citizenship education requires political commitment and social studies teachers who are well trained and competent to handle educational reforms.
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In: Essays Index Reprint Series
In: Journal of risk research: the official journal of the Society for Risk Analysis Europe and the Society for Risk Analysis Japan, Band 26, Heft 3, S. 273-301
ISSN: 1466-4461