Science Society and Sustainability

Author: Donald Gray
Publisher: Routledge
ISBN: 1135843724
Format: PDF, Mobi
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Recent work in science and technological studies has provided a clearer understanding of the way in which science functions in society and the interconnectedness among different strands of science, policy, economy and environment. It is well acknowledged that a different way of thinking is required in order to address problems facing the global community, particularly in relation to issues of risk and uncertainty, which affect humanity as a whole. However, approaches to education in science tend to perpetuate an outmoded way of thinking that is incommensurable with preparing individuals for participation and decision-making in an uncertain, complex world. Drawing on experiences of interdisciplinary dialogue and practice in a higher education context, this book illustrates how reformulating the agenda in science and technology can have a revolutionary impact on learning and teaching in the classroom at all levels. This exceptional study will interest scholars in Education, Science, Technology, and Society, and those looking to further deliberative democracy and civic participation in their students.

Educating About Social Issues in the 20th and 21st Centuries Vol 1

Author: Samuel Totten
Publisher: IAP
ISBN: 1617355747
Format: PDF
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Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns visàvis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated bibliographies accompanying the essays, authors include those works that are considered classics and foundational. They also include research and practiceoriented articles. Due to space constraints, the annotated bibliographies generally offer a mere sampling of what is available on each approach, program, model, or concern. The book is composed of twenty two chapters and addresses an eclectic array of topics, including but not limited to the following: the history of teaching and learning about social issues; George S. Counts and social issues; propaganda analysis; Harold Rugg's textbook program; Hunt and Metcalf's Reflective Thinking and Social Understanding Model; Donald Oliver, James Shaver and Fred Newmann's Public Issues Model; Massialas and Cox' Inquiry Model; the Engle/Ochoa Decisionmaking Model; human rights education; Holocaust education; education for sustainability; economic education; global education; multicultural education; James Beane's middle level education integrated curriculum model; Science Technology Society (STS); addressing social issues in the English classroom; genocide education; interdisciplinary approaches to incorporating social issues into the curriculum; critical pedagogy; academic freedom; and teacher education.

Activist Science and Technology Education

Author: Larry Bencze
Publisher: Springer
ISBN: 9400743602
Format: PDF, Mobi
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This collection examines issues of agency, power, politics and identity as they relate to science and technology and education, within contemporary settings. Social, economic and ecological critique and reform are examined by numerous contributing authors, from a range of international contexts. These chapters examine pressing pedagogical questions within socio-scientific contexts, including petroleum economies, food justice, health, environmentalism, climate change, social media and biotechnologies. Readers will discover far reaching inquiries into activism as an open question for science and technology education, citizenship and democracy. The authors call on the work of prominent scholars throughout the ages, including Bourdieu, Foucault, Giroux, Jasanoff, Kierkegaard, Marx, Nietzsche, Rancière and Žižek. The application of critical theoretical scholarship to mainstream practices in science and technology education distinguishes this book, and this deep, theoretical treatment is complemented by many grounded, more pragmatic exemplars of activist pedagogies. Practical examples are set within the public sphere, within selected new social movements, and also within more formal institutional settings, including elementary and secondary schools, and higher education. These assembled discussions provide a basis for a more radically reflexive reworking of science and technology education. Educational policy makers, science education scholars, and science and technology educators, amongst others, will find this work thought-provoking, instructive and informative.

Routledge Handbook of Higher Education for Sustainable Development

Author: Matthias Barth
Publisher: Routledge
ISBN: 1317918118
Format: PDF, Kindle
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The Routledge International Handbook of Higher Education for Sustainable Development gives a systematic and comprehensive overview of existing and upcoming research approaches for higher education for sustainable development. It provides a unique resource for researchers engaged in the field of higher education for sustainable development by connecting theoretical aspects of the range of relevant methodologies, showing the interdisciplinary aspects of the research field and illustrating the breadth of research directions. With a team of international authors from leading universities in research and teaching in higher education for sustainable development this Handbook brings together a broad range of research approaches and shows how these approaches are reflected in the research practice in higher education for sustainable development. Key topics include: Research Paradigms and Methodologies Ongoing and Future Directions of Research Meta-Analysis and Reviews Policy and Politics Challenges for Implementation Action Research and Transdisciplinary Perspective Gender, Diversity and Post-Colonial Perspectives Operationalising Competencies Outcome-Oriented Research Curriculum Change Organisational Change and Organisational Learning Community and Partnerships University Appraisal Systems and Indicators Evaluation Approaches Engaging Academic Teachers Good Practice Learning and Teaching Transformative Leadership and Change Strategies This Handbook is an invaluable research and teaching tool for all those working in higher education for sustainable development.

Systemization in Foreign Language Teaching

Author: Wilfried Decoo
Publisher: Routledge
ISBN: 1134233418
Format: PDF
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Foreign language learning is a progressive endeavor. Whatever the method, the learner should advance from one point to another, constantly improving. Growing proficiency entails growing language content. Content is complex, displaying many dimensions. Syllabus designers, textbook authors, and teachers often struggle with the monitoring of content. Computer-assisted systemization helps to handle it in a manageable framework. Besides inventorying content, it ensures more balanced selections, calculated progression, and controlled reiteration of previously learned material. It gauges the usability of authentic material in relation to the level attained. During the teaching process, it allows the instant selection of items needed for a communicative situation, focus on forms, or particular exercises. This book first describes the theoretical background for systemization, including a historical overview, with special attention to the Common European Framework and the new Profiles and Referentials. Next the practical steps for computer-assisted implementation with examples taken from French and English, but applicable to any language.

Books in Print

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Books in print is the major source of information on books currently published and in print in the United States. The database provides the record of forthcoming books, books in-print, and books out-of-print.

Technikfolgen absch tzen lehren

Author: Marc Dusseldorp
Publisher: Springer-Verlag
ISBN: 3531934686
Format: PDF, ePub, Docs
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Technikfolgenabschätzung (TA) ist ein relativ junges transdisziplinäres Forschungsfeld, das sich – ausgehend von der wissenschaftlichen Politikberatung und der außeruniversitären Forschung – in den letzten Jahrzehnten auch an den Hochschulen etabliert hat. Im Zuge dessen ist die Hochschullehre zu einer zentralen Aufgabe für die TA geworden. Bislang jedoch hat sich dies erst in geringem Maße in einer systematischen Reflexion der TA-Lehre niedergeschlagen. Hier setzen die AutorInnen an, indem sie Begründungsrahmen, Fallstudien und Formen curricularer Einbettung von TA-Lehre zur Diskussion stellen. Dabei steht die These im Mittelpunkt, dass sich die TA durch einen inhärenten Bildungscharakter auszeichnet, der sich insbesondere in ihren transdisziplinären Methoden zeigt. Dies lässt eine methodenbasierte Lehre vielversprechend erscheinen – sowohl in der TA als auch in anderen transdisziplinären Feldern.