ERIC Number: ED199140
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
Energy in the Social Studies Curriculum: Accommodation or Assimilation?
Eckenrod, James S.
The paper suggests various ways that energy education can be integrated into the curriculum and advocates an interdisciplinary approach to energy studies. Five approaches to energy education are discussed. One, the separate course approach, seems unlikely to come about given the static nature of the curriculum. Two, ignoring the topic, may occur in some systems, but energy education will eventually find its way into the curriculum. Three, the use of energy education units developed for social studies or science courses is already occuring and an abundance of materials exists. The major shortcoming is that this approach fails to capitalize on the academic strengths of teachers in other departments. The fourth approach is most likely to occur: assimilation of energy education into social studies textbooks and thus into the curriculum. Major drawbacks are the treatment of the topic in a mass-market basal textbook and the biased nature of free educational materials. The fifth approach, interdisciplinary studies, has the potential for increasing the effectiveness of teaching. Social studies teachers can provide effective instruction on the examination of the social dimensions of energy issues; science teachers can provide students with opportunities to deve1op understanding of scientific and technical phenomena of energy. (Author/KC)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Energy Education
Note: Prepared for a Symposium of the College and University Faculty Assembly of the National Council for the Social Studies (New Orleans, LA, November 1980).