The introduction and historical development of social studies in the curriculum of the public schools of British Columbia
Notice bibliographique
Résumé
Social studies first appeared in the official literature of the British Columbia Department of Education in 1927 when it replaced history and geography in the curriculum of the newly established junior high schools. During the depression the "new curriculum" introduced the concept of social studies to the entire public school system. Though the content of the social studies courses remained primarily history, with some geography in the elementary schools, the change in name to social studies allowed the goals to be oriented around behavior—rather than content. Through the goals of social studies, the concept of the 'socialization' of the individual was introduced into the public school system. The introduction of social studies into the curriculum was without controversy despite such politically-oriented aims, for many teachers, having experienced, directly or indirectly, the effects of World War I, saw social studies as part of a child-centred curriculum which would help students find a better life. In reality, though some experimentation did take place, very little changed in the classroom and most teachers and students noticed little difference. While there have been no fundamental changes in the content of the social studies curriculum, changes are to be found in the goals. Social studies was introduced into the curriculum to transmit citizen ship; to create a good Canadian citizen who would maintain British traditions. After World War II, though the goals remained citizenship transmission, the concept of a good citizen changed. A good citizen was seen as one who was not only a good Canadian citizen but also a good "world" citizen. During the 1950's the goal of formal citizenship transmission, as the "raison d'être" of social studies, gradually changed. Beginning with the revision of the elementary curriculum in 1957 a more traditional view of education held that knowledge was an important goal of social studies. The concept of social studies as a social science finally developed in the revisions for both elementary and high school which began in 1966. As the concept of social studies as a social science developed there was a demand for the inclusion of more geography in the curriculum. This coincided with the growth of departments of geography in Canadian universities, and resulted in the inclusion of geography in the 1966-68 revisions of the social studies curriculum on a basis equal to that of history. Until this last revision, the social studies curriculum had been based almost entirely on history though the definition of social studies had always included a list of the social sciences from which social studies would be drawn. Since this list was almost entirely ignored by the teachers who drew up the course outlines, it can be said that social studies, as defined by the Programmes of Study, has not been taught in British Columbia.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,004 |
| Études des sciences et des technologies | 0,014 | 0,006 |
| Communication savante | 0,007 | 0,001 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».