MANNAM FOUNDATION CENTRE FOR

EDUCATION TECHNOLOGY
ONLINE ASSIGNMENT
TOPIC:
UTILISATION OF SOFTWARE IN SOCIAL SCIENCE
POVAZHY, EDAKKADU P.O, KOLLAM
Submitted By : Deepa.U
Register No. : 13373005
Optional Subject : Social Science
INTEX
Sl No. Intex Page No.1.
1. Introduction 1
2. Content 2
3. Coclusion 3
4. Reference 3
INTRODUCTION
In the era of declaining resources and habital degradation, eco system based
management of costal and marine environment has been embrased by scientist world-
wide .Eco system based managemnt is an interacted aproach thgat takes in to acount
eco system complisity hwhen considaring rtesource mangement option, and it is be-
lieved that such an aproach could help to improve the health oif our system one major
callenging resource use is obviously human involvment EBM can be one way to me
socio economic needs while conserving biophysical resources and respecting limits.
However it seens increscingly taht the later part of this goal is emphasise inthe liturature
software tools have been developed and are used to help models biological interac-
tions on an eco system level, but tools incorporating socio economic cosidaration are
not videly used by eco system based management practitioners We believe that tools
do exist however and the goal of this document kis to provides a survey of the Social
science based tools that are available to assist in tne eco system amnagement process.
Social science is an academic discipline concerned with society and the relationships
among individuals within a society. It includes anthropology, economics, political sci-
ence, psychology and sociology. In a wider sense, it may often include some fields in
the humanities[1] such as archaeology, history, law, and linguistics. The term may how-
ever be used in the specific context of referring to the original science of society,
established in the 19th century, sociology (Latin: socius, "companion"; Greek ?????,
lgos, "word", "knowledge", "study."). mile Durkheim, Karl Marx and Max Weber are
typically cited as the principal architects of modern social science by this definition.[2]
Positivist social scientists use methods resembling those of the natural sci-
ences as tools for understanding society, and so define science in its stricter modern
sense. Interpretivist social scientists, by contrast, may use social critique or symbolic
interpretation rather than constructing empirically falsifiable theories, and thus treat
science in its broader sense. In modern academic practice, researchers are often eclec-
tic, using multiple methodologies (for instance, by combining the quantitative and quali-
tative techniques). The term social research has also acquired a degree of autonomy as
practitioners from various disciplines share in its aims and methods.
1
SOCIAL SCIENE TOOLS
The teachers (SRPs) who participated in the workshops are now comfortable
creating text digital resources. The specifics included creating table of con tents,
adding hyper links, creating a theme based documents based on a given template. All of
them have email accounts and are part of the email lists that were created . As many of
the post workshop requirements required the participants to email, they also gained
confidence in using their email account to communicate. As they required to browse
the internet for additional information they are now familiar with the web 2.0 basics
how to search for specific information, download files, images and videos.
Social Science Data bar tools
Eklavya started its social science program in 1986 as an experimental
project in 8 schools in Dewas , Hoshangabad and Harda district of Madhya Pradesh.
The primary objective of this program was to strengthen the conceptual analysis of
social science and at the same time develop the ability to critically view the social
processes and realities around them. As a part of this programme children were seen
as active participants in class-room dialogues and transactions wherein ample room
was given to include their views and experiences. Children were taught the skills of
comparing and assessing the information given to them so that they would understand
the differences between the realities of their time and place with the realities of an-
other time and place. The curriculum was based on two central themes of changing
dyanmics of society and continuity. The programme aimed at making students realise
that the change in society was the result of the interests and roles of different sections
of the society as they evolved over time.
SOCIAL SCIENCE PROGRAMME
The main objective of this programme was to make learning of science as close to the
learner as possible. For this purpose an entirely activity based science curriculum -Bal Vaigyanik,
for middle school was developed in the 70s. There was a need felt to extend this to beyond class
8 to include classes 9 and 10 as this was the period when children could learn everything possible
about science as after class 10 they would choose different streams. When Eklavya started this
work in 2007 the necessary momentum for this task was provided by the formulation of NCF
2
(2005) and subsequent textbook writing exercise in 2005. However it was felt that there is still
room for improvement in the curriculum and syllabus of science. So Eklavya brought together its
resource group once again to create an innovative science curriculum with special emphasis on
classes 9 and 10 as not much work was done in that. Bal Vaigyanik was working on developing
specific skills among children.
REFRENCE
www.wikipidia.com
www.google.co.in
The ability to measure, tabulating the data in a meaningful manner, drawing inferences,
generalizing, etc. The underlying assumption behind this was that it is not important for them to
memorise all the content but to develop certain skills and understand certain key concepts neces-
sary to make a foundation so that they can understand the world around them. Activity-based
science curricula were first tried out in the US and UK, hence a lot of studies were carried out
there to understand how children learn. An important finding that came out of this was children do
not unquestioningly imbibe the lessons in the Science class-room, they process all the new infor-
mation on the basis of what ideas they have already learnt. The curriculum was accordingly devel-
oped in a manner conducive to the learning of science by students. It was also felt that the nature
of Science as a method of enquiry and the philosophy of Science should also be conveyed to the
students. With these points in mind Eklavyas team started working. Some concepts which were
felt to form the foundations of all modern Science were selected and it was decided to develop
stand-alone material for each of these concepts / topics in the form of modules. The topics se-
lected for the first round of work were Light (Optics), Evolution, The Cell Theory, The Atomic
Theory, Motion & Force, Heat & Temperature and Electricity
CONCLUSSION
3