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ERIC Number: ED196773
Record Type: RIE
Publication Date: 1979
Pages: 1075
Abstractor: N/A
Reference Count: 0
Quantitative Understanding to Enhance Social Science Teaching. Project QUESST: Technical Report.
Educational Resources Center, Inc., Boulder, CO.
This technical project report provides the National Science Foundation with information regarding the substantive achievements of the Social Science Education Consortium's project QUESST (Quantitative Understanding To Enhance Social Science Teaching). The report begins with a discussion of materials development and project publicity. Thirty-three quantitatively oriented social science learning modules were developed for use in grades 7-12. Through a wide variety of teaching methods, the self-contained modules teach the following quantitative concepts and skills: numbers, percents, ratios, index numbers, classification, rank order, continua, central tendency, correlation, and reading graphs and tables. In one module students compare American energy consumption with the rest of the world and explore domestic energy consumption patterns. Interpretation of graphs and tables helps students to develop and evaluate the hypothesis that total energy consumption is a function of population size and standard of living, in this case measured by GNP per capita. In another module students examine two variables, health and wealth, and relate these to the degree of urbanization found in various world regions and nations. A third module, through the use of a collage of newspaper headlines, graphs, tables and case studies, examines the upward movement of wages and prices in recent years. Other social science topics dealt with in the modules include world military, American immigrants, income, inflation and the consumer price index, the energy crunch, advertising, and government revenue and expenditures. All 33 modules are included in this report. Also included in the report are a discussion of project publicity, efforts to secure a commercial publisher for the materials, and an evaluation report based on results of the project field test. (Author/RM)
Teachers College Press, Columbia University, 1234 Amsterdam Avenue, New York, New York 10022 (For revised and edited modules only).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC. Directorate for Science Education.
Authoring Institution: Educational Resources Center, Inc., Boulder, CO.
Identifiers: Project QUESST
Note: Attachments 3, 4, 5, 17.2 and 21 may not reproduce clearly from EDRS due to marginal legibility of original document.