cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Eti Hayati
Contact Email
dosen01391@unpam.ac.id
Phone
+6285214312040
Journal Mail Official
dosen01391@unpam.ac.id
Editorial Address
https://ressat.org/index.php/ressat/about/editorialTeam
Location
Kota tangerang selatan,
Banten
INDONESIA
Research in Social Sciences and Technology
Published by Universitas Pamulang
ISSN : -     EISSN : 24686891     DOI : 10.46303/ressat.05.02.7
Core Subject : Education,
Education
Office address of Editor-in-Chief: Yesilova Mah. Caldiran Cad. 29/11 Etimesgut-Ankara-Turkey-- E-ISSN registered office located at Den Haag Netherlands, 2496 NL,Netherlands
Arjuna Subject : Umum - Umum
Articles 3 Documents
 1 
Search results for , issue "Vol 1 No 2 (2016): Research in Social Science and Technology" : 3 Documents clear
Civic Education in United States: A Multiple Regression of Civic Education Scores from the National Assessment of Educational Progress Bonnie L. Bittman; William B. Russell
Research in Social Sciences and Technology Vol 1 No 2 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.02.1

Abstract

Social studies teachers instruct their students through a variety of instructional pedagogies. Social science education researchers have called for K-12 teachers to transition away from a traditional lecture format and move towards a format that encourages critical thinking. Classroom debates of controversial issues are a common method by which teachers engage students in higher-order thinking. This research study utilizes the 2010 National Assessment of Educational Progress (NAEP) 12th grade civics assessment (n = 9,800) to identify instructional techniques that improve student’s score. Utilizing the NAEP Data Explorer online statistical analysis tool, a linear regression was conducted examining the effects of race, socio-economic status, instructional pedagogies, and access to newspapers and computers on student performance. Results show that discussing current events, at any frequency, increases student performance. Students who participated in classroom debates once or twice a month or less also improved. African-American and Hispanic students scored lower, as did students who qualified for free and reduced lunches. This study suggests that the inclusion of current events should be encouraged civics classes.
The Early Years of American Political Science: Traditionalist Paradigm and its Critics Iftikhar Ahmad
Research in Social Sciences and Technology Vol 1 No 2 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.02.3

Abstract

American political science has a checkered history. In the first decade of the twentieth century the discipline of political science was in its nascent stage. Political science professors of that period espoused a worldview that may be called Traditionalism. Traditionalist paradigm was informed by Hegelian philosophy and its main thrust was the study of the state. Traditionalism promoted teaching about the structure and function of government on college campuses and in public schools packaging it as citizenship education. However, political scientists of the mid-1920s and early 1930s found Traditionalism to be an inadequate methodology for explaining the complex political problems of the industrial age. Thus Behavioralism emerged as a new paradigm making Traditionalism obsolete. Behavioralist paradigm also could not explain adequately the causes of the nation-wide social unrest and racial conflicts of the 1970s, and hence it too lost its respectability, especially among women and other disenfranchised political scientists in American academia.
A Historical Approach to Social Studies Laboratory Method James Mauch; Bulent Tarman
Research in Social Sciences and Technology Vol 1 No 2 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.02.2

Abstract

In the early years of Social Studies education, great attention was given to "Social Studies Laboratories" and a teaching and learning pedagogy called "The Laboratory Method" This study examines historical documents about the development of the social studies laboratory. The researchers examined certain periodicals published in the US such as Education, The Historical Outlook and The History Teacher's Magazine along with the non-experimental historical research methodology. In an age of inquiry-based projects and "hands-on" approaches to the learning of Social Studies, a brief historical overview of the foundations of such approaches in the Social Studies seems appropriate from US perspective. Parallels are drawn by using comparative approach, and suggestions made, for a twenty-first century approach to a Social Studies Laboratory and a Laboratory Method of teaching the many disciplines that define the Social Studies. The findings of this study indicate that despite the social studies classroom, method and laboratory may have changed a great deal over the past century, the goals of the social studies teacher have not changed. The social studies teacher still works to keep his or her students actively engaged in learning, still works to help them learn new concepts and skills, and still works to help each and every student succeed. Above all, the social studies teacher still looks for strategies and tools to help students prepare for life outside of the classroom. In conclusion, a valuable lesson is to be learned from the early development of the social studies laboratory: the room, the technology and the innovative ideas are meaningless unless accompanied by a commitment to move toward student-centered activities and learning, a twenty-first century version of the "laboratory method". It is when technological access becomes inexorably entwined with teaching strategies that empower students to use, develop and critique the technology that substantive learning takes place in the social studies classroom.

Page 1 of 1 | Total Record : 3

 1 

Filter by Year

2016 2016


Reset
Filter By Issues
All Issue Vol 10 No 3 (2025): Research in Social Sciences and Technology (Vol.10 issue 3, In Progress) Vol 10 No 2 (2025): Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology Vol 9 No 2 (2024): Research in Social Sciences and Technology Vol 9 No 1 (2024): Research in Social Sciences and Technology Vol 8 No 1 (2023): Research in Social Sciences and Technology (Vol.8 issue 1, In Progress) Vol 8 No 4 (2023): Research in Social Sciences and Technology Vol 8 No 3 (2023): Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology (Special Issue) Vol 7 No 3 (2022): Research in Social Sciences and Technology Vol 7 No 2 (2022): Research in Social Sciences and Technology Vol 7 No 1 (2022): Research in Social Sciences and Technology Vol 6 No 3 (2021): Research in Social Sciences and Technology Vol 6 No 2 (2021): Research in Social Sciences and Technology (Special Issue) Vol 6 No 1 (2021): Research in Social Sciences and Technology Vol 5 No 3 (2020): Research in Social Sciences and Technology Vol 5 No 2 (2020): Research in Social Sciences and Technology Vol 5 No 1 (2020): Research in Social Sciences and Technology (Special Issue) Vol 4 No 2 (2019): Research in Social Sciences and Technology Vol 4 No 1 (2019): Research in Social Sciences and Technology Vol 3 No 3 (2018): Research in Social Sciences and Technology Vol 3 No 2 (2018): Research in Social Sciences and Technology Vol 3 No 1 (2018): Research in Social Sciences and Technology (Special Issue) Vol 2 No 2 (2017): Research in Social Sciences and Technology Vol 2 No 1 (2017): Research in Social Sciences and Technology Vol 1 No 2 (2016): Research in Social Science and Technology Vol 1 No 1 (2016): Research in Social Science and Technology More Issue