Suchergebnisse

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.

Introduction / by Samuel Totten and Jon E. Pedersen -- Education, politics, and social transformation / Michael W. Apple -- Human ecology and science education policies and programs: reflections on social activism / Roger W. Bybee -- Forty days and forty nights in the wilderness of capitalist schooling / Ronald W. Evans -- Becoming political: one woman's story / Carole L. Hahn -- The unending quest for social issues in the schools: a personal narrative / Byron G. Massialas -- Social justice / Alex Molnar -- My experience with social issues and education / Fred Newmann -- Social issues and decision making: a career long commitment / Anna S. Ochoa-Becker -- The evolution of an educator / Jon E. Pedersen -- A happenstance-based social issues career / James P. Shaver -- Serendipity: a paradigm shifter's friend in academia / Barbara Solomon Spector -- A synergy of awareness, understanding, empathy and action: confronting social issues in the English classroom and beyond / Samuel Totten -- Socials issues as contexts for science and technology education / Robert Yager

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.