What are we doing here? Analyzing fifteen years of energy scholarship and proposing a social science research agenda

The Open Access Movement (OAM), which started as a gradual realisation by authors mainly in biomedical sciences to make available results of public-funded research projects to the public without much barrier pertaining to cost, permission, copyright obligations, etc., gradually gained momentum across the world and India was no exception to it. Though the movement was confined mainly to science, technology and medical fields in India, since last few years, a number of open access repositories and open access journals in Social Science subjects have started appearing. The present study which is confined to the open access Social Science journals published from India as mentioned in the Directory of Open Access Journals, identified 60 open access Social Sciences journals in India. The study also analysed the journals on the basis of certain parameters as to trend of open access journals in Social Sciences, and was found that most of open access journals in Social Sciences appeared between 2009 and 2014 and about half of the journals charge authors for publishing their papers in the journals and only a few are published under Creative Commons Attribution. Lastly, the paper discusses about implications of open access publishing on Social Science research libraries made few suggestions towards encouraging open access publishing in Social Science subjects in India.

This research aims to describe; a) The influence of learning styles on student learning outcomes in Natural and Social Sciences subjects, b) The influence of learning motivation on student learning outcomes in Natural and Social Sciences subjects, c) The influence of learning styles and learning motivation on student learning outcomes in subjects Social Science and Natural Sciences lessons. This type of research is quantitative research. The population and sample in this study were all 72 students in grades IV, V, VI of the Negri 15 Linge Elementary School, Central Aceh Regency. Data collection techniques use observation, questionnaires and documentation. Data analysis techniques use multiple linear regression test analysis. The research results show that; a) there is a significant influence of learning style on student learning outcomes in Natural and Social Sciences subjects, where the Sig. for the (partial) influence of learning style on learning outcomes is 0.00 < 0.05 and the calculated t value is 5.210 > 1.994 so it can be concluded that H1 is accepted which means there is an influence of learning style (X1) on Learning Outcomes (Y). b) There is a significant influence between learning motivation on student learning outcomes in Natural and Social Sciences subjects, where the Sig. for the (partial) influence of learning motivation on learning outcomes is 0.00 < 0.05 and the calculated t value is 3,199 > 1.99 so it can be concluded that H2 is accepted, which means there is an influence of learning motivation (X2) on learning outcomes (Y), c) There is a significant influence of learning style and learning motivation on student learning outcomes in Social Sciences and Natural Sciences subjects where, the Sig. for the (simultaneous) influence of learning style and learning motivation on learning outcomes is 0.00 < 0.05 and the calculated F value is 44.06> 3.13 so it can be concluded that H3 is accepted which means there is an influence of Learning Style (X1) and Learning Motivation ( X2) simultaneously on Learning Outcomes (Y)

Social science has an important role in aviation biofuels research, yet social science methods and approaches tend to be underdeveloped and under-utilized in the broader aviation biofuels literature and biofuels overall. Over the last 5 years, social science approaches in aviation biofuels research, particularly site-selection, have made several advances. Where early site-selection models either entirely excluded social science concepts or included only a few measurements using poor proxies, current models more accurately, and more comprehensively capture key social science concepts to better examine and predict project implementation success and long-term sustainability. Despite several studies published within the last 20 years noting the need for more empirical studies of social sustainability and improvement in incorporation of social criteria, progress has remained rather stagnant in several areas. To help move the field forward, we conduct a review of the current state of social science research in aviation biofuels with a focus on sustainability, site-selection, and public acceptance research, identifying key approaches, important developments, and research gaps and weaknesses of current approaches. While several review studies already exist, they tend to focus on a single area of biofuels such as public acceptance. By broadening our review to several areas, we are able to identify several common limitations across these areas that contribute to the continued underutilization of social science approaches in aviation biofuels. This includes the preference for practical and reliable indicators for social criteria that prioritize quantitative methods over other approaches. Based on these limitations, we make several recommendations to improve social science research in aviation biofuels, including ensuring that social scientists are key members of the research team, the adoption of a mixed-methods research designs that combines quantitative and qualitative approaches that better measure some criteria and local-level impacts, and adequate resources for social science research throughout biofuel development projects as these methods are often more time-consuming and costly to implement. We argue that implementing these recommendations in future aviation biofuel development projects will improve social science approaches utilized in aviation biofuels research and address a long-acknowledged gap in the field.

<p>Water is at the core of many current and future global challenges, which involve hydrological, technical and social processes. Therefore, successful interdisciplinary research on how water-related issues interact with human activities, actions and responses is increasingly important. Qualitative data and diverse perspectives provide much-needed information to improve our understanding and management of water-related issues. To collect this information, hydrologists are increasingly conducting fieldwork with human participants (e.g. individuals, policy-makers, community leaders, government representatives, etc.) themselves, and collaboratively with others. Although collaboration between hydrologists and social scientists in interdisciplinary projects is becoming more common, several barriers, including lack of understanding and experience, can result in hydrologists and social scientists remaining somewhat separate during research, leading to suboptimal research outcomes. Hydrologists who are planning and undertaking fieldwork involving human participants may be underprepared because they are unfamiliar with key social science approaches and concepts. Therefore, here, we help guide hydrologists to better understand some important issues to consider when working with human participants, to facilitate more collaborative research.</p><p>As a group of social, natural, and interdisciplinary scientists, we discuss a number of important elements of fieldwork involving human participants that hydrologists might be unfamiliar with, or might have different approaches to than social scientists. These elements include good ethical practice, research question frameworks, power dynamics, communication of science (e.g. participatory mapping, photovoice, videography, and interactive graphs), and post-fieldwork reflections. There are also issues to consider when working collaboratively with social scientists, such as vocabulary differences and different methodologies and data collection approaches (e.g. interviews, focus groups, questionnaires, workshops, ethnography).</p><p>We believe that by introducing hydrologists (and natural scientists in general) to some of the key considerations when working with human participants in the field, more holistic, ethical, and successful research outcomes can be achieved. We also want to stress that collaboration with social scientists stays important and research ethics, design, participant involvement, and results, may be compromised without the input and experience of social scientists themselves. Facilitating these collaborations between the natural and social sciences will improve interdisciplinary water research, resulting in a better understanding of the interactions between water and society.</p>

This research aims to increase students' understanding of concepts in Social Sciences (IPS) subjects through the application of digital literacy-based learning media in class VIII of SMP Negeri 3 Belo. The research background shows that social studies learning is still centred on teachers with students who tend to be passive, resulting in a lack of understanding of the material, especially those that require memorization. The research method used was Classroom Action Research (PTK) with research subjects of 29 students. This research involved two cycles of action with results showing a significant increase in students' conceptual understanding after implementing digital literacy-based learning media. In cycle I, action I, only 41.93% of students completed it, but this increased to 100% in cycle II, action II. The average student score also increased from 52.19 before the research to 82.52 after the research. The results of this research show that digital literacy-based learning media is effective in increasing students' conceptual understanding and can be applied not only to social studies subjects but also to other subjects at various levels of education.

This study addresses the low learning outcomes of Grade V elementary school students in the Integrated Natural and Social Sciences (IPAS) subject. The objective of this classroom action research is to improve student learning outcomes through the application of the Inquiry Learning Model. The research was conducted at a public elementary school in Indonesia over two cycles, each consisting of planning, implementation, observation, and reflection phases. The sample consisted of 25 fifth-grade students. Data were collected through observation sheets, learning outcome tests, and documentation. Analysis focused on both qualitative (teacher and student activity) and quantitative (student test scores) data. In Cycle I, classical learning completeness was 63%, and classical absorption reached 64.21%. After revising the instructional strategies, Cycle II showed a significant improvement, with classical completeness reaching 100% and absorption increasing to 88.42%. The results indicate that the Inquiry Learning Model effectively enhances students' understanding and engagement in IPAS learning. This model promotes active student involvement, encourages critical thinking, and improves conceptual mastery. The findings suggest that implementing inquiry-based strategies in classroom instruction can lead to better academic outcomes in elementary science and social science subjects. Educators are encouraged to adopt and adapt the inquiry model to different learning contexts. The paper includes 22 references, 2 tables and the learning instruments used during the study. Future research may explore the long-term impact of inquiry learning on various student competencies across different grade levels and subject areas.

This study identified six types of journals indexed in the Social Science Citation Index (social sciences) and the Science Citation Index Expanded (natural sciences) from Journal Citation Reports years 2011–20. The interrelationships between the journal impact factor (JIF), 5-year impact factor (5-Year IF), and immediacy index (II) were analyzed, with results confirming that most social and natural science journals had indicator values following the pattern 5-Year IF > JIF > II. However, the proportion of these ‘typical’ journals steadily declined over the study period. Notably, a subset of social science journals displayed an atypical citation pattern, with II values exceeding both their JIF and 5-Year IF. This challenges the conventional belief that immediate-impact journals are nonexistent in the social sciences because of typically delayed citation patterns in related disciplines. Future research should focus on the characteristics of these immediate-impact journals to uncover the factors driving their rapid citation uptake.

Recently, initiatives to share data on peer review (Squazzoni et al, 2020) have brought about better understanding of the peer review process across different disciplines (Buljan et al, 2020, Squazzoni et al 2021a, Squazzoni et al 2021b). Some studies (Strang & Siler, 2015; Siler & Strang, 2016) examined the changes from initial submissions to journals to publication. Another study (Teplitskiy & Bakanic, 2016) explored how well peer reviews predict the article’s citation impact. A study of almost half a million peer review reports from 61 journals (Buljan et al., 2020) showed that peer review reports were longer in social science than in medical journals. It also showed that their language characteristics differed across disciplines (Buljan et al., 2020).The aim of our study was to further examine structural and linguistic differences between articles and the characteristics of the peer review process, including the language used and outcomes of peer review reports, in medicine and health sciences vs. social sciences.To select the articles we used the search engine of the Open Research Central (ORC) platform, which covers different fields, and applied the following filters: “Subject area: Medical and health sciences”, and “Subject area: Social science”. “Article type(s): Research article” filter was also applied. We ended up with 1912 medical and 477 social science articles. To create the samples of articles with clear medical/health vs. social sciences content, we excluded those with a tag for medicine and health sciences and any other disciplinary field except biology and life sciences and those with a tag both for social sciences, and biology and life sciences. This left 408 medical and 54 social science articles. Using the DOIs of filtered articles, we downloaded them manually in an XML format. Articles that had not been reviewed were excluded, yielding a total of 51 articles with a social sciences tag and 361 articles with a medicine and health sciences tag, as well as their peer review texts.We analysed them using the Linguistic Inquiry Word Count (LIWC) text analysis software and word embeddings, a method in which words are given mathematical vector representation. To assess the differences between the articles and their reviews across medical and social sciences, we used the one-way ANOVA and post hoc Tukey’s test. For multivariate frequency distribution of the variables we used the contingency test. All analyses were carried out in JASP, version 0.14.1. Articles from medicine and health sciences and those from social sciences differed in structure. The median word count in the introduction section was 674 (IQR=308.0–637.0) for social sciences and 431 (IQR=420.5–1029.0) for medical sciences. The conclusion section was also longer in social sciences, with 263 words (IQR=135.5–516.0) vs. 94 words (IQR=64.0–168.0) in medical sciences (p<0.01, Mann Whitney). The percentage of articles with merged discussion and conclusion was higher in social sciences, whereas medical articles followed the IMRaD structure more often and contained fewer declarations and non-IMRaD sections. They also contained more figures. Linguistic analysis showed that social science articles had higher word count, higher clout, and a less positive tone.Longer wording was also dominant in peer review reports on social science articles. However, the social and medical sciences did not significantly differ in the characteristics of the peer review process and comments from all stages of review or in the outcome of the peer review process (approved, approved with reservation, or rejected) between the two disciplines. There were also no statistically significant differences in manuscript changes between the disciplines, with the exception of text changes in the introduction section that changed more in the social sciences. The review process for articles in social and medical/health sciences may not differ as much as is usually believed. This, however, may be partly owed to the use of the same ORC platform, which may have uniform policies and processes.

Communication Climate as Predictor of Perceived Corporate Governance and Organizational Success

This article aims to find out how to implement the Value Clarification Technique (VCT) learning method in Social Sciences (IPS) learning in elementary schools. The problem is focused on Social Science (IPS) subjects in elementary schools which have various types of material, the material must be delivered by conveying it in an appropriate method so that students understand what is being conveyed. Based on online observations in Wahyu and Nova's research which were analyzed qualitatively, the results showed that learning using audio-visual-assisted Value Clarification Technique (VCT) increased students' motivation in the learning process and learning outcomes. This study uses a meta-analysis method. Meta-analysis is quantitative because it uses numerical calculations and statistics for practical purposes. The instrument in this study used the Human Instrument. Data collection techniques will use documentation techniques. The data analysis technique used is quantitative data analysis with percentages and qualitative data analysis for data from narrative studies of studies found using SPSS 25, namely through the N-Gain Test and Paired Sample T-Test. Of the five journals collected, it turned out that implementing the Value Clarification Technique (VCT) learning method in Social Sciences (IPS) learning gave significant results, increasing from 0.2% to 71.76%.

Translating social science concepts into medical education: A model and a curriculum

Translating social science concepts into medical education: a model and a curriculum.

This guide accompanies the following article(s): Mark Sneed, Social Scientific Approach to the Hebrew Bible, Religion Compass 2/3 (2008) pp. 287–300, 10.1111/j.1749‐8171.2008.00072.x Author’s Introduction The social science approach to the Hebrew Bible has steadily gained in popularity in recent years. It is heir to the older and formerly dominant historical critical approach to the Bible but focuses on society as whole instead of just kings, high priests, and the elite. And it goes beyond the also popular social history approach by incorporating social theory into its interpretation of texts and Israelite society. It transforms the two dimensional portrayal of biblical characters in Scripture into three dimensional flesh and blood figures whose lives are motivated and shaped by larger societal forces. The social science approach also aids in foregrounding the ‘Otherness’ of the biblical text, demonstrating how the biblical text reflects a culture that is unfamiliar to our modern Western world. It also serves as a check against the currently popular literary critical approach to the Bible that has a tendency to blunt that strangeness of the ancient text and read modern cultural assumptions and notions back into the same text. But the social science approach has also become more postmodern, and its adherents are not naïve about how their own social locations influence the way they interpret Scripture and the choices they make regarding what models they apply to the biblical text. Biblical sociologists have also become more skeptical about the reliability of ancient texts for reconstructing socio‐historical reality because of their inherently biased character and have proposed ways to separate the wheat from the chaff. And finally, the social science approach has become more self‐conscious of the speculative nature of applying theoretical models to ancient texts and the danger of making the text fit the model. However, in spite of this, biblical sociologists believe it is worth the risk and that their approach makes an important contribution to biblical criticism and that it makes biblical studies exciting and relevant. Online Materials 1. http://www.kchanson.com/ A fascinating site from a New Testament sociologist. It contains tremendous amounts of information including archaeological photos, bibliographies (e.g. ‘The Old Testament: Social Sciences &amp; Social Description’), and numerous links to other related sites like Ancient World on the Web (with over 250 www‐sites) and to electronic journals. 2. http://virtualreligion.net/vri/ Its Biblical Studies: Social World of the Bible provides links to electronic journals and other related sites, some with photos. 3. http://sites.google.com/site/biblicalstudiesresources/ This site has a Hebrew Bible Resources category that includes electronic journals and the homepages of three Hebrew Bible sociologists: Don Benjamin, David J. A. Clines, and Philip Davies, with some of their articles. 4. http://courses.missouristate.edu/VictorMatthews/ Homepage of a preeminent Hebrew Bible anthropologist and Ancient Near Eastern expert that contains bibliographies and numerous links to other related sites and to electronic journals. 5. http://www.socioweb.com/ The Socio Web has links to great sites that often have articles on various sociological topics and social theorists. 6. http://www.trinity.edu/mkearl/index.html A Sociological Tour Through Cyberspace is an amazing site that is colourful and filled with articles about and guides to various aspects of sociology and links to numerous related sites. 7. http://socserv2.mcmaster.ca/w3virtsoclib/index.html WWW Virtual Library: Sociology: Theories has wonderful articles on the primary theorists in sociology and related resources. 8. http://www.denverseminary.edu/dj/articles2005/0100/0101.php#trans The Denver Journal has various related resources, and its Annotated Old Testament Bibliography: Sociological and Anthropological Studies is helpful. Annotated Reading List 1. Weber, Max. Ancient Judaism. Translated by Hans H. Gerth and Don Martindale. New York: Free, 1952 So fortuitous for biblical sociologists, one of the fathers of sociology theorizes on the development of the Israelite religion from a comparative religion standpoint; a classic. It is not the easiest read, so it should be reserved for graduate students. 2. Gottwald, Norman K. The Tribes of Yahweh: A Sociology of the Religion of Liberated Israel, 1250–1050 bce. Paperback ed. The Biblical Seminar. Sheffield: Sheffield Academic Press, 1999 The father of modern Hebrew Bible sociology draws on Durkheim, Weber, and especially Marx to trace the development of the early Israelite faith that sprang from a confederation of recently liberated peasants; another classic. Compare the following reviews: Bernhard W. Anderson ( Theology Today 38 [1981]: 107–8 – mainly critical); Robert R. Wilson ( Interpretation 38 [1982]: 71–4 – generally positive); Carol Meyers ( Catholic Biblical Quarterly 43 [1981]: 104–9 – somewhat positive). 3. Gottwald, Norman K. The Hebrew Bible: A Brief Socio‐Literary Introduction. Minneapolis: Fortress, 2009 This abridged version of the 1985 classic introduces the student broadly to biblical sociology and then applies it book by book to the Hebrew Bible. Compare the following reviews of the unabridged version: J. J. M. Roberts ( Theology Today 43 [1987]: 580–1 – generally negative); Robert Gnuse ( Currents in Theology and Mission 13 [1986]: 174–5 – generally positive). </jats:

In the last century, a paradigm shift in the scientific field has transformed our perspective on issues and events, our ability to discern cause-and-effect relationships, and our approach to them. This shift has led to radical changes in the scientific field and has accelerated the development of social and educational sciences, enabling such methods to become more prevalent than quantitative ones in the social and educational sciences. As a result, qualitative and mixed method approaches have increasingly replaced quantitative methods, giving rise to various new fields within the social sciences and providing diverse research opportunities. This evolution in research methods has also led to the proliferation of books on research methodologies in these fields. To reach a global audience, these books are predominantly written in English as the Lingua Franca and later translated into national languages if needed, or they are initially written in the native languages of the authors. The choice of translated books can be influenced by the preferences of researchers or translators, gaps in the national literature, the juvenile and unsettled nature of the national literature experiencing significant changes, or their unfamiliarity with current literary innovations. This article examines the justifications provided by translators and translation editors for translating books on research methods in social and educational sciences from English into Turkish within the framework of themes regarding the formation of poly-system theory, as coined by Itamar Even-Zohar as a functionalist pioneer in translation studies, newly emerging in social sciences in the last century. The content analysis, a qualitative research design for document analysis, was utilized in the research through using criterion sampling and maximum diversity, by selecting the prefaces of the translated versions of 20 research methods books by different authors and publishing houses between 2013 and 2022 and exclusively focusing on social sciences and educational sciences. Examining translators’ and editor’s statements deductively through the themes from the poly-system theory, we concluded that there are gaps and turning points in this field both in the national literature and in the world literature, that the relevant literature is not yet settled and trying to become primary and canonized via translated books, resulting in an increasing interest in the field.

Architecture is an interdisciplinary subject that utilises knowledge and experience from numerous scientific fields. Social sciences in particular have a special relationship with architecture, transforming it into a living and reflective discipline. Architectural design is basically a hypothesis that explores how society would react to its substance and the conditions it creates. However, social sciences subjects are often limited to theoretical knowledge over the course of architectural education. This research discusses social and psychological sciences and their architecture-specific theories as powerful tools for student engagement in architectural education. Focusing on educational concepts which lead to a greater understanding of dynamic societal changes, the research also indirectly analyses the traditional process of creating a universal design, outside of this understanding. This approach enables students to understand the limitations of their education and to think analytically about design options and the improved interactions not only with their surroundings but, more importantly, with a specific person or group of people. Activities that develop this kind of understanding are different forms of interactive art (site-specific installations) and social activities (focus groups) with different demographics (persons with health impairments – for example barrier-lessness and social inclusion). The base research analyses social and psychological sciences in relation to the process of architectural design education with a focus on European context. In social sciences, social and spatial connection and their often implied or ignored relationships are investigated in increasingly more interesting ways. The aim of this study is to provide a complex outline of the educational methods which, on top of technological change, also actively monitor social change.