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Dear colleagues
I am compiling studies for an overview of the effects of out-of-field teaching on teachers' professional competences and/or student achievement. There is an abundance of studies in Mathematics, but not all that many in subjects like Social Studies, History, Geography and Civics.
This is my list so far (only English language). Have I missed any? I would be grateful for any further studies on the matter.
Thank you in advance.
Best
Marcel
#out-of-field # alternatively certified #teaching #effects
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Dee, T. S., & Cohodes, S. R. (2008). Out-of-field teachers and student achievement. Public Finance Review, 36(1), 7–32.
Erlich-Ron R., & Gindi, S. (2019). Are civics teachers different from teachers of other disciplines in their handling of controversial issues? Education, Citizenship and Social Justice, 14(2), 118–130.
Fitchett, P. G., & Heafner, T. L. (2018). Teacher quality or quality teaching? Eighth grade social studies teachers’ professional characteristics and classroom instruction as predictors of U.S. History achievement. RMLE Online, 41(9), 1–17.
Fridrich, C. (2021). Teaching economics outside one's own subject area at lower secondary level in Austria – enriching or embarrassing? Journal of Social Science Education, 20(1), 30–64.
Goldhaber, D. D., & Brewer, D. J. (1996). Evaluating the effect of teacher degree level on educational performance. Zuletzt zugegriffen am 30.06.2022 unter https://nces.ed.gov/pubs97/97535l.pdf.
Hong, H., & Hamot, G. E. (2015). The associations of teacher professional characteristics, school environmental factors, and state testing policy on social studies educators’ instructional authority. The Journal of Social Studies Research, 39(4), 225–241.
Memişoğlu, H. (2017). Opinions of teachers and preservice teachers of social studies on geo-literacy. Educational Research and Reviews, 12(19), 967–979.
Pacaña, N. M. S., Ramos, C. D., Catarata, M. N., & Inocian, R. B. (2019). Out-of-field Social Studies teaching through sustainable culture-based pedagogy: A Filipino perspective. International Journal of Education and Practice, 7(3), 230–241.
Salleh, U. K. M., & Hutagalung, F. (2016). Comparisons of out of field and in-field History teacher: Teachers’ and students’ characteristics. Advanced Science Letters, 22(8), 1952–1956.
Savage, C. (2019). Academic majors of social studies teachers and student achievement in the U.S. Teaching and Teacher Education, 84, 66–73.
Simsek, U., & Ontas, T. (2021). The meaning of out-of-tield teaching for Social Studies and professional experiences. International Online Journal of Educational Sciences, 13(4), 1089–1106.
Torney-Purta, J., Richardson, W. K., & Barber, C. H. (2005). Teachers’ educational experience and confidence in relation to students’ civic knowledge across countries. International Journal of Citizenship and Teacher Education, 1(1), 32–57.
Webb, G. (1986). Factors affecting achievement in the University of Cambridge GCE A‐level geography examination. Educational Research, 28(2), 132–138.
Whitford, D. K., Zhang, D., & Katsiyannis, A. (2018). Traditional vs. alternative teacher preparation programs: A meta-analysis. Journal of Child and Family Studies, 27(3), 671–685.
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Hi Peter
I can hardly keep up with all the information you have provided me with. Thanks a lot! I will add it to the list.
Best
Marcel
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a research questionnaire.
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Thankyou very much sir Harry. Godbless to you😊
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May I presume that what we shall concern more about regarding the issue of anthropomorphism is not the matter of applying the outcomes that we extracted from our studying of non-human animals to humans? I may argue the opposite is more accurate, using our knowledge of humans to understand the non-humans. I presume that for any social studies, our studying the non-human animal is a lot more advanced than our studying of the humans, perhaps more neutral and objective. Accordingly, I do not think it is a big mistake if we apply them to humans.
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AIM, If you want some references, the newspaper The New York Times has published several articles and interviews with top scientists about this issue. Research into dog behaviour, and parrot behaviour and laboratory testing comes to mind. There are more if you sesrch on their website. I look forward to reading your work.
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I´m working on my research and using the webetnography. I´d like some recommendation to improve studies and deal with a great number of data. Thank you
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Hello,
I am wondering if anyone can conduct an ESIA study or does it have to be a person with specific credentials. Does it also have to be certified. If yes, what certifications are available.
Thanks a lot!
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EIA includes a chapter on Socioeconomics which covers baseline, impact and mitigation due to the project. The Management Plan of EIA is supposed to include the actions desired to improve social status around the project when it comes up.
SIA, similar to EIA is different from 'Socioeconomics' in the sense that it is a detailed evaluation of social status both current, impact due to proposed activity, suggested mitigation as well. More importantly, the management plan here should be elaborate addressing specific action by the project authorities.
Both the exercises goes through the 'Country's Regulation' process prior to approval of the said activity.
There are EIA consultants who include Socioeconomics expert in their team to take care of EIA requirement. However, there are special agencies like, Tata Institute of Social Sciences (TISS), India who specialise in SIA.
Hope this meets your requirement.
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Do you think that these difficult times we are currently going through, due to COVID-19, will be a reason for students to opt for an education such as "Social Work" or a health education?
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Dear, thanks for sharing.
Certainly.
In my opinion, due to the fact that life in society undergoes changes from now on, we will have reflexes in the field of investigations!
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I am currently working on my paper on Effectiveness of Using Contextualization and Localization in teaching Araling Panlipunan (Social Studies). Can anyone share any articles, literature about contextualization and localization in Araling Panlipunan 5 (Social Studies)? Thankyou very much.
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See this article
UTILIZATION OF CONTEXTUALIZED TEACHING AND LEARNING (CTL) APPROACH IN GRADE TWO ARALING PANLIPUNAN
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Incase I want to publish an article , is International Journal of Research in Humanities and Social Studies (IJRHSS) , SRYAHWA Publications a reliable and reputed one?
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Thank you Rob Keller for the advice. Now this is a journal to avoid.
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I have to write about an empirical (social) study, but it can't be anythung from "classic" empirical surveys, studies or books. So no Durkheim, Weber or whoever.
I might have chosen one Australian study by Polish Sociologist, but i am not quiete sure about it.
Thanks in advanced!
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I would suggest you to write about any topic in which you are interested using Case study approach from qualitative research. It would help you in understanding in-depth about the interested topic.
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The major challenges to historical research revolve around the problems of sources, knowledge, explanation, objectivity, choice of subject, and the peculiar problems of contemporary history. Sources The problem of sources is a serious challenge to the historian in the task of reconstructing the past. Is there more?
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History is written by the victorious and for the victorious,therefore we depend on the victor’s honesty and truthfulness.
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I am working on a research aiming to reflect the technological competence that social studies teachers bring from their past to teaching processes. I investigate all life of participants (from family to teaching process). Which theory should I use in this context? So far, social constructivist theory has come close. Thanks for your support.
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First of all, thank you very much for your interest. I was actually a little confused about the research process before I saw the explanations of you. I will take into account your warnings about the choice of theory. I'm probably going to change the habit I've had so far.
Regards,
Erdi Erdoğan
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Question 1: Why do students have difficulty describing the concepts in social studies courses? They mostly use examples to clarify the concepts. Some social studies teachers claims that the students don't read book enough, therefore they haven't extensive vocabulary, so the students try to explain the concepts by using examples related to the topic. What do you think about that?
Question 2: Is this a problem for concept teaching?
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Lack of vocabulary is what kills most students. When you see students begin to provide examples in explanation of a concept, it tells you that they have some related learning experiences which they can only explain as opposed to defining the concepts.
Low self confidence in talking in the midst of others, due to poor vocabulary development could be another reason. That is why i will advise every teacher to test students beyond the knowledge and comprehension levels
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I'm open to all point of view and fields on his subject : history, art, science, social studies, gender studies, etc.
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Silk.
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Hello All, I am working in social studies field and looking for researchers from other countries to write about civics, citizenship education, history, geography and social studies fields to compare the point of view of different countries. If you would like to be a part of this please email me turansaim@gmail.com
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Could we contribute in a constitutionnal point of view ? That would be very instructive !
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I publish in the lead journal for Social Studies education. It is peer-reviewed and has a relatively low acceptance rate. How do I request that it be added to Research Gate?
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Thank you. The journal is not listed in the menu. How do I recommend that Research Gate update this list?
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The status of geography as a school subject has declined in many countries. What factors are responsible for the decline of geography? Would you share your thoughts on the current status and future of geography, particularly in your education system? Other ideas.
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Dear Mohammed,
Geography is a subject with a long history in the realms of education and one which is even more relevant than ever. Yet there is decline in interest and uptake.
  1. Geography was in a healthy state in Scotland, until politics intervened to change the curriculum. Curriculum for Excellence was introduced in 2005 to give more choice, improve numeracy and literacy rates and so on. The result has been the opposite. Subject choice has been severely narrowed with English and Maths gaining at the expense of all other subjects. They were considered as only ones capable of teaching literacy and numeracy. Utter nonsense! All pupils studying Geography develop literacy skills through essay writing; and numeracy skills are honed by the use of graphic and statistical methodologies.
  2. Secondly, geography is now lumped in with history and modern studies as ‘social studies’. Teachers of 11 to 14 year olds are often not trained geographers and the subject suffers as a result. Uptake is adversely affected when entering the upper school.
  3. Thirdly, there has been a drift towards human geography and away from its physical side. This is due to many university geography departments concentrating on urban or social aspects and phasing out river basins, coasts, glaciation, mass wastage, slope processes and other physical areas of the subject. Indeed too many younger geography teachers are very weak on the teaching of physical geography as a result.
  4. Fourthly, much human Geog. today is badly written with the belief that obstruse words and convoluted sentence structure suggests a higher level of understanding. In fact all scientific literature should be written in as clear and concise a manner as possible. Short sentences, straightforward language, precise use of punctuation, correct spelling, perfect grammar all are important in communicating ideas and knowledge. Generally, physical geographers follow that model much better than their human counterparts.
  5. I hope these observations on the state of play of Geography in Scotland are of use
  6. Kind regards, George Strachan
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I advance in my research on nation-building in the advertising media
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Perhaps, try looking at archetypes as forces rather than just forms? I mean, stereotypes as visibility crystals that are easily recognisable and "just click" in people's mind; by contrast, archetypes as always looming collective forces that cannot be clearly conveyed by single images, although advertsement and media talk incessantly revolve around them… my 2 cents!
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Would you please share your expertise in microteaching for prospective teachers? Is it a separate course in your institution or an integral component of teaching methods courses? What are the core components of microteaching (knowledge, skills, ..)? What assessment methods do you use? Other important points you would like to share.
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Micro teaching is a necessary experience for all teacher preparation programmes. However for some institutions it is a full course along side teaching practice and for some institutions, it is part of methodology course in addition to teaching practice. The later is the situation in my university. Presently I teach a course EDS 301: Science Methodology II and the major component is micro teaching. I also participated in two year Tuning Africa programme where I developed a workshop on assessing interpersonal communication during micro teaching and also assessment in micro teaching class. The strategies could help to do more than assessing interpersonal communication and general assessment. You may wish to consult attached files for further information.
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Hi,
I am designing my case study research for measuring the technology use of social studies teachers in social studies classrooms in Turkey. In this context, i need to use observation form. Can someone suggest an instrument (observation form) for measuring technology use in social studies classrooms?
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Standards-based education has received much attention in many education systems. Please what is your reflection on standards-based textbooks? what are some practical ideas for developing quality standard-based textbooks, particularly social studies textbooks? What are the differences between standards-based textbooks and traditional textbooks?
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Dear Sofia,
Very useful article. Thanks a lot.
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My colleague's thesis consists of a situation where she has performed a t-test to analyse the differences between male and female respondents' responses with respect to all the independent and dependent variables in the study. Is it right to do so? If yes, please elicit references.
Is Chi-square a more appropriate test in this situation? If yes, please elicit references.
To  be precise, the thesis proposed to compare male and female respondent differences across all their independent and dependent variables measured through a structured questionnaire of 55 items on a 5-point likert scale of respondents' self-reported opinions of agree/disagree and neutral types through that particular hypothesis
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Your question, "Is gender dichotomous?" depends on how you measure it. How many options were respondents given? Gender is a complex construct and many people are discussing this outside of the statistical question, which Mehmet has answered.
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n/a
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In the following link, you will find many articles, 
Good luck in your study
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The R squared value indicates the goodness of fit of the model; that is, it can help explain the variability of the data close to the mean, but in social studies there are many outliers and data can be difficult to obtain. I've read that a low R squared value is not necessarily bad. My question is why? And should I interpret it?
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Generally, R2 values can only be compared with the R2s that other researchers have found for the topic you are studying. In analyses based on surveys, R2 seldom go over 50%, and 30% may be very good in some study areas and very bad in others. Outliers is a general problem that is separate from R2 (although it can reduce R2) and the question for the analyst is to determine what to do with them - that is, keep them in the sample or not :-)
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Dear all,
Have a nice day. I am studying father's and mother's punishment on teenagers' self esteem and social anxiety. I hypothesized that self-esteem as a mediator in the relationships between fathers/mothers and social anxiety. I conducted mediation analysis as attached in the picture. I found that self-esteem partially mediated father/mother influence on social anxiety. However, when I combined both parents in the model (the third model), why the direct effect of father towards social anxiety changed to insignificant and negatively related to social anxiety? Thanks in advance. 
PS: Initial findings show that mother have higher influence on social anxiety while father have higher influence on self-esteem. 
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Dear Nam,
It is obvious, the mother or rather, women are basically emotionally-charged whereas men are known to be very practical in all situations.
Therefore your findings are not only logical but most appropriate given that the sentiment is gender-centric and still cultural-based.
Punishing the child by using self-esteem as a mediated force is not a good solution. That is the reason why the father retract when such mediation involves the social spectrum. He would not be involved in the social anxiety because of his masculine and fraternal image. While it is alright to do so within the house parameter, to expose the child and himself together with his wife extreme social anxiety is one that he would not swallow, let alone chew.
That is why no matter how you try to push the social anxiety agenda under the pretext of self-esteem would always yield a negative response because it is never good to wash your dirty linen in the public.
Best regards - Mariam
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In that, I am not referring to a specific one such as religious, ethnic, or racial. Just general-social intolerance.
Because many research studies look down on it as religious, political etc. 
Thanks
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I can think of the work by Richard Florida, for example, how gender orientation tolerance could be indicative of general social tolerance, which in turn is necessary for creative industries.   I am not sure if Florida capitalizes on existing research or he uses his own metrics.  Please find it out yourself in:
Florida, R. L. (2002). The rise of the creative class : and how it's transforming work, leisure, community and everyday life. New York: Basic Books.
Florida, R. L. (2008). Who's your city? : how the creative economy is making where to live the most important decision of your life. New York: Basic Books.
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This is a general question about the relation between philosophy of science and social studies of science. Having worked for a while on the boundary between both fields, my impression is that hardly any connection exists between them. The usual explanation I get from scholars in both fields is that social studies of science are concerned with describing what science is (descriptive) and philosophy of science is concerned with why science works (normative).
Now my question is, hasn't this organic divide between both fields become obsolete as a result of recent trends in the evaluation of scientific research? Philosophers of science might claim to be conducting the "normative" study of science, but paradoxicaly it is the work in "descriptive" disciplines such as scientometrics that is today driving research policies worldwide. It seems that the normative discussions that matter today are being carried out no longer by philosophers in philosophy of science journals, but by statisticians in the methodological sections of their papers.
My impression is that philosophers tend to react to this in a patronizing way, uttering their general scepticism about the quality and relevance of scientometric data. But isn't that too easy, given that this data is de facto informing research policies worldwide? Shouldn't philosophers of science at least try to claim some of that ground? Because maybe, just maybe, policymakers are right in ignoring philosophers. I mean, would you trust doctors' normative advice about your health if you know those doctors are ignoring the largest available body of data about their field of expertise?
"Oh, but the statistical data about science is not relevant," I often hear. I'm afraid this kind of statement says more about the relevance of current philosophy of science than it says about scientometric data. I mean, why couldn't philosophers of science find a way to make that data relevant now that it's there anyway?
A reason why science is successful might lie not just with the truth of its statements or the methods used by its agents, but also with the evolution of its structure. If institutional economists like Douglass North can use the evolution of the structure of the economy to explain economic growth, why couldn't philosophers use the evolution of the structure of science to explain scientific progress? With the digitization of scientific research a generation of philosophers of science -for the first time ever!- can study the evolution of the structure of science and philosophize about its connection to scientific progress. It might be that there's no such connection, but how would we ever know this for sure without philosophers of science trying to operationalize existing theories of scientific progress? (for an example of this approach, see my paper "A comparison of two models of scientific progress")
So again my question: is it the case that this divide between the normative and descriptive study of science exists to this day, and isn't it time it came to an end? All opinions as well as pointers to relevant communities working on the edge of both disciplines would be much appreciated.
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 @Jae: I am aware of the is -> ought divide. However it's not because descriptive statements do not determine normative statements entirely, that normative statements shouldn't at least be informed by what we descriptively know about the subject matter.
Take the doctor as an example. No descriptive study will ever conclusively determine whether or not it is good or bad to perform euthanasia, however understanding how the brain functions can inform a decision by allowing for example to put a probability on the chances of a person regaining consciousness. 
The same goes for science. As I see it, many philosophers of science simply misunderstand the kind of thing science is and don't even bother to find out whether they're right or wrong. Instead they obsess about toy examples that make abstraction of the details from which most of the normative problems that exist in the real world arise. And then when it turns out that their normative guidance is largely irrelevant to actual policy makers and scientists, they say it's their problem, that they're not being rational and so much the worse for science and policy. 
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I wanna ask that if standardized estimates value equals to 1 than it is not acceptable in social studies?  Or it shows perfect relationship between antecedents. 
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The standardized estimates in path analysis are partial regression coefficients measured in standardized scores and they may take any value and could be positive or negative. However, if a standardized estimate value equals to 1  between two variables without having any intervening variables between them then, this shows that the direct effect between the two variables is perfect which means that the simple relation between the two variables is made of  the direct relation only and since this direct relation  is a perfect relation then, this means that one variable is a redundant of the other and in this case I prefer checking theory and replacing  the antecedent variable by  an appropriate instrumental variable
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I'm interested in studies that relate the use of ICT and the social use of time
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My absolute favorite on time is Carmen Lecardi's "Sociologie del tempo". Unfortunately in Italian. Another title coming to my mind is "Time. The Modern and Postmodern Experience" by Helga Nowotny (translated from Germain "Eigenzeit").
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I would like to know more about the status of social studies in other countries. Would you offer some insights concerning the subject? For example, is it a compulsory subject in elementary schools? importance of social stuides compared to other school subjects, what about the content or course offerings, recent innovations in social studies, challenges facing the subject, etc.
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Dear Mohammed A. Al-Nofli,  
I hope the following references/ attachments may be of some assistance
Kind regards
Paul Chaney
Uslu, Salih (2015) Expectations of Social Studies Teacher Candidates' from Department and Reasons for Their Preference, Education, Volume 135, Number 4, Summer 2015, pp. 465-476. http://www.projectinnovation.com/education.html
King, M. Bruce; Newmann, Fred; Carmichael, Dana (2009) Authentic Intellectual Work: Common Standards for Teaching Social Studies, Social Education, Number 1 / January/February 2009, pp. 43-49.
Alazzi, Khaled; Abudalbo, Mousa (2013) Prompting Cooperative Learning through Sport Education and Social Studies: Jordan, Learning and Teaching, Volume 6, Number 1, 2013, pp. 79-93. http://dx.doi.org/10.7459/lt/6.1.06
Duncan, Arne (2011) The Social Studies are Essential to a Well-Rounded Education, Social Education, Number 3 / May/June 2011, pp. 124-125. http://www.ingentaconnect.com/search/article?option1=tka&value1=social+AND+studies&sortDescending=true&sortField=default&pageSize=10&index=29
(2009) Powerful and Purposeful Teaching and Learning in Elementary School Social Studies, Social  Studies and the Young Learner, Number 1 / September/October 2009, pp. 31-33. http://www.ingentaconnect.com/search/article?option1=tka&value1=social+AND+studies&sortDescending=true&sortField=default&pageSize=10&index=55
JP Shaver - 1978 An Interpretive Report on the Status of Pre-College Social Studies Education Based on Three NSF-Funded Studies. [attached]
RE Gross - 1976 - Status of the Social Studies in the Public Schools of the United States: Facts and Impressions of a National Survey. [attached]
Schrag, Francis (2004) What Future for Social Science? Educational Theory, Volume 54, Number 1, February 2004, http://dx.doi.org/10.1111/j.1741-5446.2004.t01-2-00abs.x
In the United States the National Council for the social studies acts to ensure “Social Studies is a recognized and well respected core subject; Public policymakers look to NCSS for developing and maintaining a well-informed and engaged citizenry….” etc. see http://www.socialstudies.org/about/strategicplan
Williams, D.B. (1960) The Status Of Social Science, The Australian Journal of Agricultural and Resource Economics, Volume 4, Number 1, 1 June 1960, pp. 27-35 http://dx.doi.org/10.1111/j.1467-8489.1960.tb00264.x
Kazancigil, Ali (2003) Strengthening the role of the social sciences in society: the World Social Science Initiative, International Social Science Journal, Volume 55, Number 177, September 2003, pp. 377-380 http://dx.doi.org/10.1111/j.1468-2451.2003.05503002.x
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When I have certain parameters and sub parameters on a social issue and scoring has been done using different techniques. These scores need to be normalized for further analysis. Moreover they need to have a certain benchmark score so their relative position can be assessed. During my survey unequal questions were asked on each parameter. The queries I have are:
  1. How to eradicate this unevenness due to varying number of questions ?
  2. How to decide the benchmark ?
  3. Are there any software that can be used for these kind of study ?
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What software you use depends on availability, and how comfortable you are with said software.
Minitab17 is what I would recommend for a powerful, yet simple, tool for statistical analysis. I used it recently through my institution's license, and I found it a very effective piece of software. If you haven't used it before, I strongly recommend using the free thirty day trial. This is the program that I recommend above any others, especially if you are even slightly familiar with spreadsheet programs.
SAS is an alternative  statistics software, which I have used to a lesser degree. It is a little more difficult to use than Minitab but it is equally, if not more, effective for large scale analysis.
The third program that I know of  is R, and R Studio. I do not recommend this program unless you are comfortable with programming and a limited knowledge of linear algebra. Unlike the other two pieces of software that I have listed, R is free for anybody to use.
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Here is my contribution to this topic, but I want to learn more about it, so all kind of suggestions will be welcome: http://bit.ly/1H3GPbf
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Technology is pretty broad, but I've been very interested in how technology like social media can cultivate informal learning. Here's a study on how educators use Twitter: http://www.tandfonline.com/doi/abs/10.1080/15391523.2014.925701 I'm now delving into what  educators perceive to the be effect of such mediated learning.  
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I am looking for journal articles that would help assist me in answering that particular research question.
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I think part of the answer is in anthropology and how humans embrace "folk taxonomies" with regard to race (which has no biological basis,) and part in history when we look at the American slave tradition. It's also important to remember that not all Native Americans were destroyed or sent to reservations. One has but to look at the Seminole in Florida  and their history to see how they triumphed over Jacksonian extermination policies. Seminole, is actually a Creek name; the Seminole were not a tribe unto themselves, but a band of renegade Creek who left and went into Spanish Florida where they were allowed to settle. The Creek name for them was "seminole" which meant runaways. I.E. they fled their tribe.  As whites pursued them hoping to open up the territory to white settlers,  the Seminole engaged in guerilla warfare and eventually migrated into the Everglades where the whites could not navigate at the time. They are one of the few indigenous people never uprooted nor who ever truly assimilated.  Their warfare with the U.S. military lasted until 1958 -- easily the longest running war within the U.S. between NAs and the U.S. military on U.S. soil. The U.S. eventually just gave up. 
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Quantitative studies about environmentally responsible behaviors in communities
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Dear Sarah,
here is a scale for children:
Children's Environmental Attitudes and Knowledge Scale (CHEAKS),
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I'm interested in identifying examples of the ways in which teachers are incorporating social media into social studies classes in secondary schools as well as the obstacles teacher might have encountered in their efforts to bring social media into the learning process.
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Dear All:
According to Marshall McLuhan "The medium is the message" social networking should fit admirably well with social studies classes.  But be careful with what you're doing as business models in social networking introduced into academia will completely change the traditional social science message based on print and the book.  In addition using social media in learning, like online learning will further David Noble's prediction of the "commodification of education," in which courses and lessons are distributed as nodes on a vast commercial network, with teachers being mangers of the vast educational machine.  Given the sad state of traditional education today, I'm not sure it's a bad thing.  For those who want to apply social networking to learning, see the article "Business Models in Social Networking" to learn more of the technical aspects of this new IT trend.  http://vbn.aau.dk/files/19150157/falch_3.pdf
Kevin, if you decide to measure your student's learning, make sure you find the right measuring instrument.  Traditional measures based on text and print will result in negligible of negative results.  See popular review of the literature in an issue of Scientific American: http://www.scientificamerican.com/article/reading-paper-screens/., which I would re-title, "Life on the Screen" after a famous work by S. Turkle, Life  on the screen: Identity in the age of the internet.
Mike
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How to analyse social accountability of police.
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Too often we define police accountability in terms of corruption or use of force. However, social accountability is an interesting dynamic. It fits neatly with police procedural justice and police legitimacy. There is a growing body of research in this area that might assist you on your quest. 
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Written and illustrated report that will demonstrate our capacity to review and analyse documentation by comparing a historical aspect of the built environment (transport infrastructure, marketplaces, monuments, religious or political edifices, for example) to a contemporary example of the same thing (its analogue). This comparison should highlight changes in the social, cultural, and environmental context of the built environment that have occurred over time. We can choose a historical aspect of the built environment located either in Papua New Guinea or other countries.
And it will be based on our ability to apply an analysis of the various forces that influence the built environment both in its historical and contemporary context. This will be achieved through direct comparison of elements of the built environment across cultures and time. So my Is there materials that can me in addressing this issue.
Your consideration is much appriciated.
JK
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in Brazil:
start with "hollow- ocas" indigenous, made of palm leaves and bamboo.
we move to the "Taipei to ponder - taipa de pilão", very present in São Paulo in the eighteenth century. This technique consite in kneading 30% clay to 70% sand. The humidity level should be ideal, with enough water so that the material aggregate, but without excess to avoid cracks and cracks.  (used until today to cheapen the popular construction).
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I am conducting research on middle school teachers’ use of TBL in their social studies and science classrooms and would like to know about their experiences and perspective of Team-based learning (TBL) as an instructional approach. Studies have shown that TBL is widely used in higher education classrooms, but there scarce literature of middle school teachers’ perspective of TBL. Can someone help?
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My colleague practices and has undertaken research on group work(teams) publishing on this. He is Dr. Phil Kelly (on RG) 
try these two papers he has published:
Achieving desirable group-work outcomes a group allocation process in Team Performance Management 03/2008; 14(1-2):22-38. DOI: 10.1108/13527590810860186
And
Group Work and Multicultural Management Education in Journal of Teaching in International Business 01/2009; 20(1):80-102. DOI: 10.1080/08975930802671273
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Soon, a short report written by me will be published. After publication, I would like to present it somewhere to invite experts in the field to have a look and add information. Preferably, this platform should be online, free to access, but still with kind of a "honorable" reputation. Do you have any suggestions?
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Hi Katrin - you could post it here - and then use a platform such as Google Docs - which allows editing (if that is what you prefer). Your problem of course will be - how do you alert people to the publication. I guess you will need to do a search of forums in relation to youth workers and then provide the link to the document on the forum. Good luck. Kevin.
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The IV for work life balance.
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Family support is must and foremost variable for the work life balance and so as social support. Without these two important variables work life balance is very difficult.
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Despite the various controversies surrounding the common core in the states, the standards (or similar ones) are being implemented across the U.S. slowly but surely. There are connections between the common core and social studies, although I am wondering if they are strong enough to revive social studies education in the elementary grades, or if anyone thinks they will make any difference at all.
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The USA Federal Common Core has been summarily rejected in the states where I have resided in Virginia and Kansas. In both cases these two states are developing their own model curricula using in-states talent of our own gifted teachers in schools and universities, as well as using talented subject matter exerts in business. I have also been an expert subject matter witness on related topics.
Let me know if you have more questions.
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I would like to get bibliographic suggestions on "dignity" in religion, politics, ethics, everyday life. Thanks.
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I recommend "On the Problem of Human Dignity" by Dr Mette Lebech.  It is a philosophical work, but it traces the history of the concept of dignity in Western thought from the Greeks to the present.  The work has been influential in bioethics, ICT ethics and medical ethics.
You will also get value from 'Four Competing Conceptions of Human Dignity in Europe'. Lebech, M. (2009) In: Gerl-Falkovitz, Gottloeber, Kaufmann and Sepp (eds.) Europaeische Menschenbilder, Thelem: Dresden.
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I am a PhD student and am interested in other theoretical models (eg, TPACK and SAMR, see link) which is evidence that are being used in the teaching of social sciences, especially in history.Can you help me?
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I wrote my thesis on the use of ICT in a Year 7 teaching context. I found that Activity Theory in general, and Activity Systems in particular was useful in examining the interaction bet ween technology, the classroom environment and the teacher / students. Although I did not specifically investigate the social sciences - they are part of the curriculum that the students in the study were taught so I think that it would be quite useful.
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I already know that there exist several ontologies for describing e.g., comments like http://www.openannotation.org/spec/core/core.html, or SIOC, but I could not find an ontology that covers all kinds of social data activities of one object(including tags, ratings, shares, comment,...). 
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Hi all,
Thanks for your answers. Among the papers you recommended, I could not find any practical ontology covering all kinds of social activities. At lease to cover rating, sharing, comment and taging together. Some comments below:
Gianni,
the article mostly related to capturing agreement in the user opinions by using meta-tagging. So it focuses on a specific area and not all types of social activities such as mentioned (e.g., rating)
Ana Alice,
Your paper is very interesting, although I could not find an ontology related to the suggested DC vocabularies. For example, the rating is multi-dimensional which should consider several aspects like rating type, rating value, ... which I miss it here.
Any case, is these any practical or implemented ontology in this regard to download?
Finally, I am creating a social data ontology from the scratch so that all kinds of social activity related to one digital object are covered. Maybe it leads to a paper, any one interested?
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Is it possible this kind of art can be communicated through architecture and could help society to understand its aesthetic value?
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Is it art to paint a graffiti in a 16th century church or building facade?
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Can anyone assist me and tell me if they are aware of any advances in multidimensional data analysis in the behavioural sciences?
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Actually I am not able to locate advances from the last 10-15 years. All methods have deeper roots but are of course modified times and again. Here are some references:
 Armitage, Christopher J.; Conner, Mark (2001). Efficacy of the Theory of Planned Behaviour: A meta-analytic review. British Journal of Social Psychology (2001), 40, 471–499
Breslow, N.E.; Clayton, D.G. (1993). "Approximate Inference in Generalized Linear Mixed Models". Journal of the American Statistical Association 88 (421): 9–25. doi:10.2307/2290687. JSTOR 2290687. 
Cohen, J., Cohen P., West, S.G., & Aiken, L.S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. (2nd ed.) Hillsdale, NJ: Lawrence Erlbaum Associates
Fitzmaurice, Garrett M.; Laird, Nan M.; Ware, James H. (2004). Applied longitudinal analysis. Hoboken, NJ: Wiley-Interscience. ISBN 0-471-21487-6. 
Rasch Models for Ordered Response Categories. David Andrich Published Online: 15 OCT 2005 DOI: 10.1002/0470013192.bsa541 Copyright © 2005 John Wiley & Sons, Ltdhttp://onlinelibrary.wiley.com/doi/10.1002/0470013192.bsa541/abstract
and we all have our favorite textbook when it comes to statistics in psychology and I presume that it is the case also in other behavioral fields of science,
Béatrice
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Suggestions are welcome.
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Dear Dafna,
see the dicussions on Empowerment in Social Work: there are massive literature from WHO, UNSESCO, texts from Norbert Herriger, Glenn Laverack, Cynthia Hardy and Sharon Leiba-O’Sullivan, Dieter Röh, etc... "social change" needs to more concretization, e.g. "social change with respect to (new) technologies", academization or economization of society, etc... hope these impulses are helpful...if you need specific literature, just write. Greetz
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Interested for my dissertation.
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Marilyn,
I'm a little confused about your meta-analysis suggestion. How exactly would that facilitate the development of a new instrument? I'd be interested to hear more
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A research topic for my assignment.
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Dear All your CV should be sincere and full of truth