Suchergebnisse

Infant and child mortality in the West Bank and Gaza Strip has steadily reduced since 1967, even though fertility has remained extremely high. In this paper the determinants of infant and child mortality are discussed, with particular emphasis on the role of consanguineous marriages, short birth spacing and maternal education. It is shown that short birth spacings and type of marriage are more important determinants of infant mortality than maternal education. Moreover, the relative role of consanguineous marriages appears to increase with time.

Cover -- Researching and Teaching Social Issues -- Contents -- Introduction -- Chapter 1: Education, Politics, and Social Transformation -- Chapter 2: Human Ecology and Science Education Policies and Programs: Reflections on Social Activism -- Chapter 3: Forty Days and Forty Nights in the Wilderness of Capitalist Schooling -- Chapter 4: Becoming Political: One Woman's Story -- Chapter 5: The Unending Quest for Social Issues in the Schools: A Personal Narrative -- Chapter 6: Social Justice -- Chapter 7: My Experience with Social Issues and Education -- Chapter 8: Social Issues and Decision Making: A Career-Long Commitment -- Chapter 9: The Evolution of an Educator -- Chapter 10: A Happenstance-Based Social Issues Career -- Chapter 11: Serendipity: A Paradigm Shifter's Friend in Academia -- Chapter 12: A Synergy of Awareness, Understanding, Empathy, and Action: Confronting Social Issues in the English Classroom and Beyond -- Chapter 13: Social Issues as Contexts for Science and Technology Education -- Selected Bibliography -- Index.

Intro -- CONTENTS -- TEACHING AND STUDYING SOCIAL ISSUES -- FROM VISION TO VILIFICATION TO REHABILITATION -- MAURICE P. HUNT AND LAWRENCE E. METCALF -- CITIZENSHIP EDUCATION USING RATIONAL DECISION MAKING -- THE REFLECTIVE CLASSROOM ENVISIONED IN " INQUIRY IN SOCIAL STUDIES" BY MASSIALAS AND COX -- HUMAN RIGHTS EDUCATION -- FACING HISTORY AND OURSELVES -- TEACHING ABOUT THE HOLOCAUST IN U. S. SCHOOLS -- ENVIRONMENTAL EDUCATION -- AN "ECONOMIC WAY OF THINKING" -- TEACHING SOCIAL ISSUES FROM A GLOBAL PERSPECTIVE -- MULTICULTURAL EDUCATION REFORM MOVEMENT -- THE (UNFULFILLED) PROMISE OF CRITICAL PEDAGOGY -- EDUCATION FOR DEMOCRATIC CITIZENSHIP -- THE MANY FACES OF STS -- BEANE'S INTEGRATIVE CURRICULAR PROGRAM -- GENOCIDE EDUCATION -- BIOGRAPHIES.

As science educators, we must view the changing nature of society brought on by technology and the global nature of society as an impetus to reexamine the nature of science instruction. We have been bestowed with the responsibility to educate students on a variety of topics that less than two decades ago did not exist. Many of these social issues are controversial in nature and are directly linked to the local, regional, national, and global communities in which we exist. However, including these social issues in the extant curriculum of science has, at best, been limited. This is true even though the National Science Education Standards specifically indicate that science and technology, as well as science in personal and social perspectives, are integral to science education. The following study examines a group of science teachers' beliefs about the implementation of controversial social/technological issues in the extant science curriculum. Indications are that teachers believe that social issues are important to study, yet lack the support from their communities to teach social issues.