Eastern
College of Arts and
Sciences
NCSS/Social Studies
Education
XI. Matrix
Matrix Item 1.8 Theme
Eight: Science, Technology and Society
Social Studies
teachers should possess the knowledge, capabilities, and dispositions to organize
and provide instruction at the appropriate school level for the study of
Science, Technology, and Society.
Indicators of
Capabilities for Teaching Social Studies
Teachers of Social Studies at all school levels should provide
developmentally appropriate experiences as they guide learners in the study of
science and technology. They should:
* enable learners to
identify, describe, and examine both current and historical examples of the
interaction and interdependence of science, technology, and society in a
variety of cultural settings;
* provide
opportunities for learners to make judgements about how science and technology
have transformed the physical world and human society and our understanding of
time, space, place, and human-environment interactions;
* have learners analyze the way in which science and technology influence
core societal values, beliefs, and attitudes and how societal attitudes shape
scientific and technological change;
* prompt
learners to evaluate various policies proposed to deal with social changes
resulting from new technologies;
* help learners to
identify and interpret various perspectives about human societies and the
physical world using scientific knowledge, technologies, and ethical standards
from diverse world cultures;
* encourage learners
to formulate strategies and develop policy proposals for influencing public
discussions associated with science/technology-society issues.
1.8
Theme Eight: Science, Technology and Society
The program prepares
Social Studies teachers who possess the knowledge, capabilities and
dispositions to organize and provide instruction at the appropriate school
level for the study of Science, Technology and Society.
1.8.1 Programmatic
Evidence
This theme is met in the following four ways by Social Studies,
history, economics, psychology and political science majors:
1.
All students at EMU are required to take three different science
classes as part of their basic studies program. Each of these classes include topics and information related to the impact of
science and technology on society. Disciplines students can choose from include
chemistry, physics, biology, psychology, or technology.
Classes in the life sciences each offer a
significant science and society component. The choices for
life science general studies courses is:
BIOL 105 Introductory Biology
for Non-majors (4)
BIOL 110 Introductory Biology
(5)
BOTN 221 General Botany (4)
ZOOL 222 General Zoology (4)
PSY 101 General Psychology
(no laboratory) (3)
PSY 102 General Psychology (4)
Objectives for all four general studies biology courses include:
A.
Students will be able to describe and analyze impacts of humans on
ecosystems.
B.
Students will be able to critically analyze issues of
bio-diversity, and the role of government in preserving ecosystems.
C.
Students will be able to apply knowledge of biology to social and
political problems.
Objectives for Psychology 101/2 include:
Demonstrate knowledge of a general overview of different areas,
principles and theories of psychology.
2. Demonstrate a basic knowledge of psychological systems and
their applications to daily life: including applications such as the political,
ethical and social implications of psychological research, the social context
of psychology, and the application of psychological principles to social
problems.
Choices for physical science include:
CHEM 115 Chemistry and Society
(no laboratory) (3)
CHEM 115 CHEM 116 Chemistry
and Society with lab (4)
CHEM 117 CHEM 118 Fundamentals
of Chemistry with lab (4)
CHEM 120 Fundamentals of
Organic and Biochemistry (4)
CHEM 121 CHEM 122 General
Chemistry I with lab (4)
PHY 100 Science for
Elementary Teachers (elementary education students only) (3)
PHY 101 Physical Science in
the Arts (4)
PHY 110 Physical Science (4)
PHY 221 Mechanics, Sound, and
Heat (4)
PHY 223 Mechanics, Sound, and
Heat (5)
Choices for the third class include all of the above classes, and
the following:
CHEM 101 Science for
Elementary Teachers (elementary education students only) (3)
INDT 150 Understanding
Technology (no laboratory) (3)
MFG 140 Science, Technology,
and People (no laboratory) (3)
2. All students are also required to take a computer literacy
class as part of their basic studies requirements. Choices for these classes
include:
BEDU 201 Microcomputers for
Business Applications (3)
CADM 105 Computer Applications
for Industry (3)
COSC 136 Computers for the
Non-specialist (3)
COSC 137 Introduction
to FORTRAN Programming (3)
COSC 138 Computer Science I
(3)
COSC 237 Computer Programming
and Numeric Methods (3)
IHHS 226 Computers for Health
and Human Services (3)
INDT 201 Microcomputer
Applications in Technology (3)
IS 215 End-User
Computing (3)
3. All students are required to take an educational technology
class, EDMT 330, as part of their
professional education sequence.
This course guides pre-service teacher educators to critically and
creatively apply the concepts, principles, hardware, and software associated
with the infusion of technology in solving educational problems and meeting
challenges in their roles as facilitators of learning. This course teaches the
instructional uses of technology, including teachers’ professional use and use
by students. It includes such things as use of PowerPoint and hypermedia, use
of digital cameras, creation of videos, and the use of electronic grade books.
The required assessment is an electronic
portfolio in which students must demonstrate each of the seven competencies
required by the
4. The use of educational technology in the Social Studies and
history classroom are addressed in HIST
481, Methods of Teaching History and Social Studies.
1.8.2 Test Evidence
Class evidence for social studies majors:
|
Grade |
Psy 101 |
EDMT 330 |
|
A |
4 |
20 |
|
B |
2 |
3 |
|
C |
1 |
0 |
|
D |
0 |
0 |
|
E |
0 |
0 |
|
Transfer Credit (A-C) |
18 |
0 |
Class evidence for history majors:
|
Class taken |
|
|
|
|
|
|
|
|
|
|
|
|
PSY 101 |
cr |
cr |
a |
cr |
a |
d |
c |
cr |
cr |
cr |
c+ |
|
EDMT 330 |
a |
a |
a |
a- |
a |
a |
a |
a |
a |
a |
b |
Class evidence for political science majors
|
Class |
Student 1 |
Student 2 |
|
PSY 101 |
cr |
A |
Class evidence for psychology majors
|
Class |
Grade |
|
PSY 101 |
B |
Class majors for geography majors
|
Class |
|
Student 1 |
|
Student 2 |
|
PSY 101 |
|
B- |
|
A |
1.8.3 Performance
Evidence
Students scored as follows on the supplemental evaluation form on
this strand:
|
Score |
Social Studies |
History |
Political Science |
Geography |
|
5- Excellent |
3 |
2 |
0 |
0 |
|
4 – Very Good |
9 |
2 |
0 |
2 |
|
3 Average |
2 |
2 |
1 |
0 |
|
2 Minimally acceptable |
3 |
2 |
0 |
0 |
|
1 Inadequate |
1 |
0 |
0 |
0 |
|
N Not applicable to this student |
0 |
2 |
1 |
1 |
Note: Neither psychology nor economics had any students complete
student teaching in Winter 2003 when the supplemental
form was instituted.