This study addresses the inadequacies of the traditional ninth-grade science curriculum at The Charter School of Wilmington (CSW) and proposes a focused initiative to enhance the curriculum's relevance and effectiveness. The current Integrated Science & Research curriculum lacks socioscientific inquiry, neglecting to incorporate social issues…

Although young people have diverse experiences with civic life, most civic education practices in classrooms fail to recognize this complexity. In this article, Beth C. Rubin and Brian F. Hayes describe the results of a year-long research project that incorporated a new approach to civic learning into public high school social studies classrooms.…

Authors advocate incorporating social action into the social studies curriculum. (RY)

Examines the nature of crises as recurrent formulas that regularly afflict society, and hence schooling, and considers the practice of teaching and learning not in isolation but in the context of culture. Describes characteristics of a humane and issues-relevant curriculum. (MW)

Described a laboratory course for students in the last three years of high school that attempted to help them deal with problems relevant to our society. (Author/RK)

It is increasingly demanded that our academic institutions, having been the primary source of the material structuring our civilization, also be the vehicle for finding solutions for its ills. Society is pressuring the university to establish multidisciplinary programs as the most suitable mechanism for meeting these demands. This will require…

The field of curriculum is neither ready to identify social problems, nor to discuss them, nor to influence what really happens in the schools, because it has not clarified its own essential nature and functions. (Author/MJB)

Describes a chemistry course for non-science students at the University of Texas. Deals with the interaction between science and society. Content is developed by observing phenomena and then deriving general principles from these events. (TS)

Socio-civic elements basic to society are the imperative for a social studies program emphasizing process skills, human understanding, cultural goals, population problems, environmental protection, peace education, political responsiveness, interdisciplinary approaches, futures, and globalism. (Author/ND)

The main objective of this exploratory investigation was to gather some evidence to support the notion that students can use science learnings interpretively, with respect to current relevant life problems. The students involved were non-science majors (N=138) enrolled in a physical science course. Data were collected at the beginning of the…

Examines the changing demands facing science teachers in Australia with the introduction of new curricula and an increasing emphasis on social relevance in science teaching. (JR)

Speech delivered at the Annual Meeting, National Council of Teachers of English (NCTE), November 28, 1969, in Washington, D.C. (DS)

Nine model programs for relating curriculum to the needs of society are presented. These come from a number of countries and are designed to benefit both society and the individual student. (JMF)

Discusses changes in geography curriculum and research as a result of the recent trend toward involvement with social problems such as pollution, ecology, and poverty. Available from: Faculty of Modern Studies, Oxford Polytechnic, Headington, Oxford OX3 0BP, England. (Author/AV)