The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial issues consisted of multiple points of view, were socially constructed, and had the potential to challenge belief systems. The audience and their perception of a topic determined the degree of controversy. The questions explored were what factors did secondary level United States History teachers identify as influential in creating controversy in their classrooms and how did they introduce what they considered controversial issues into their standards-based, high-stakes testing classrooms? To answer these questions, twelve secondary level teachers who taught 6th, 7th, or 11th grade United States History participated in this study. Information was garnered through interviews of individuals and focus groups. Some participants provided resources used in their lessons and scenarios of their teaching experiences. My principle findings were: • Place played a role in teachers' willingness to incorporate controversial issues into their classrooms. This was due to students' preconceived notions developed by their geographical location and family. • The experiences of teachers and students influenced discussion of controversial issues. This included how long the teacher had taught the content or past experiences with parents and administrators. Students' experiences were derived from their family and community, which influenced incorporation of controversial issues. • Teachers were influenced by the standards they were required to teach. Though some saw these as a restriction in teaching, others used them as a springboard to what they perceived as deeper, meaningful teaching. / Ph. D.

An examination of the role of experiment in the cold fusion controversy is offered. It is argued that experimental results served as rhetorical tools in the service of actors in the controversy. Discourse analysis informed by actor network theory is employed to analyze the verbal and textual discourse of scientists involved in the construction of experimentally-based scientific knowledge. The practices actors employed to structure their discourse for rhetorical effectiveness are investigated. I conclude that if experiments are to retain their traditional role as arbiters of knowledge claims, the unit of analysis pertaining to "experiment" must be broadened to include not only experimental practices within the laboratory, but also the multitude of practices scientists perform outside the laboratory walls in order to increase the likelihood that their knowledge claims will be adopted by their disciplinary matrix. / Master of Science

In a world characterized by constant changes and increasing diversity, controversialevents unfold in society on a daily basis. Given the School's role in educating democraticcitizens, it is imperative for educational institutions to adapt and incorporate current andcontroversial topics into their curriculum. This thesis explores the perspectives of socialstudies teachers on controversial issues in the classroom. Employing a phenomenologicalapproach and conducting in-depth interviews with social studies teachers, the studyanalyzes their subjective experiences, definitions of the subject, and approaches toteaching controversial topics. Therefore, our purpose and research questions are groundedin three themes, which are also pervasive throughout the work: Teacher management,teacher experience, and teacher definition of controversial issues in education.In summary, the results from our interview study reveal that teachers acknowledge theemotional impact associated with these issues, a finding supported by prior research. Thechallenge lies in the complexity of these topics and the ability to strike a balance betweenintellectual challenge and emotional understanding. The study highlights the difficultyteachers face in maintaining objectivity while navigating through their own values, andthe intricate interplay between subject content, emotions, and the teacher's ownperspective. It is evident that a conscious effort is required to create a classroomatmosphere that fosters open dialogues and respectful confrontations to promotedemocratic values, where diverse perspectives can be included.

Denna studie bygger på kvalitativa intervjuer med verksamma samhällskunskapslärare angående kontroversiella frågor i samhällskunskapsundervisningen. Bland respondenterna arbetar vissa lärare på yrkesinriktade och andra på studieförberedande gymnasieskolor. Resultatet visar att respondenterna ställer sig positiva till att arbeta med kontroversiella frågor, samtidigt som de uppfattar det som ett svårt ämne. Samtliga respondenter har erfarenheter av kontroverser som uppstått i klassrummet och har därför fått arbeta aktivt med kontrovershantering. I studien klargörs vad kontroversiella frågor är, hur man kan arbeta med det i klassrummet samt vad de tillfrågade anser vara viktigt i det arbetet. Detta kopplas till internationella forskningsresultat såväl som svenska. / This study is based on qualitive research interviews with actively working teachers in the subject civics about controversial issues in civics education. Among the respondents some work in labour-oriented upper secondary schools and others work in preparatory upper secondary schools. The result indicates that the respondents are positive about the work with controversial issues, meanwhile viewing it as a difficult topic. All of the respondents have experiences from controversial issues that has risen in the classroom, and therefore been dealing actively with controversial issues management. In the study the term controversial issues is clarified as well as how to deal with it in the classroom and what the respondents view as important in the process. This is connected to international as well as Swedish research findings.

AFRIKAANS: Die Antieke ruimtevaarder-teorie stel voor dat wesens uit die ruimte die Aarde in die antieke verlede besoek het. Hierdie wesens was betrokke by die vroeë geskiedenis van die planet. Hulle het bewoonbare toestande geskep asook menslike intelligensie deur 'n proses van genetiese ingenieurswese. Hul besoeke is opgeteken en deur mense oorgelewer in godsdienste, mitologieë en antieke legendes. Hul teenwoordigheid is ook nog waarneembaar in antieke fisiese oorblyfsels. Voorstanders van die Ruimtevaarderteorie bied dit aan as 'n wetenskaplike hipotese en as die "mees perfekte algemene noemer van alle tye" wat 'n moderne verklaring vir die oer-godsdiens bied. Afdeling A van die studie bied 'n oorsig oor die teorie en die bewyse wat daarvoor aangebied word. Daar word aangetoon dat, hoewel die meeste van die postulate nie deur die moderne wetenskap as "onsinnig" beskou word nie, dit nie oortuig as 'n werkbare wetenskaplike teorie nie. Omdat daar weinig verskille tussen die basiese onderneming van die wtenskap en die godsdiens bestaan (beide vertrek vanaf onbewysbare aannames om waargenome data te verklaar) word daar vermoed dat die Antieke ruimtevaarder-teorie eerder funksioneer op die vlak van religieusiteit. Hierdie tese word ondersoek in Afdeling B van die studie: Daar word voorgestel dat die Fenomenologiese metode van godsdienswetenskaplike ondersoek, wat poog om 'n fenomeen te verstaan nie soos dit manifesteer nie, maar op die dieper vlak van die funksie en betekenins daarvan, die mees paslike metode vir die ondersoek is. (p> Met gebruikmaking van die insigte van 'n Fenomenologiese benadering, word aangedui dat die Antieke ruimtevaarder-teorie funksioneer as 'n godsdienstige beweging met eienskappe van 'n kulte en 'n nieu-mitologie. Die aanvaarbaarheid van die teorie vir die vele volgelinge daarvan, en die gepaardgaande groei van die bcweging wat dit propageer, word verklaar uit 'n kombinasie van sosiologiese en psigologiese faktore wat aan die werk is in die moderne Westerse beskawing. Vanuit 'n fenomenologiese gesigspunt word gekonkludeer dat die Ruimtevaardcrteorie baie suksesvol op religieuse vlak is. Dit slaag daarin om die Bybel weer "geloofwaardig" te maak en skep weer 'n "kosmiese raamwerk" vir die betekenis van die menslike bestaan. Die teorie kan ook beskou word as 'n prysenswaardige poging tot die sintetisering van godsdiens en die modeme wetenskap vir die aanhangers daarvan, en om die geestelike behoeftes van mense in 'n verwarrende en verwarde wêreld aan te spreek. In 'n slotafdeling word die bevindinge van die studie teologies oorweeg en word die waarde daarvan vir die Chrislelike godsdiens aangetoon. ENGLISH: The Ancient astronaut theory proposes that beings from outer space came to Earth in the distant past. These beings were involved in the early history of the planet: They created habitable conditions and human intelligence by genetic engineering. Their visits were recorded and handed down by humans in their religions, mythologies and ancient legends. Their presence is also visible in ancient physical remains. Proponents present the Astronaut theory as a scientific hypothesis and as "the most perfect common denominator of all time", allowing a modem explanation for old-time religion: Section A of the study provides an overview of the theory and the evidence presented in support of it. It is shown that, although many of the postulates are being accepted by modem science as "not unreasonable", it is not convincing as a workable scientific theory. Since there is little difference between the basic enterprises of science and religion (both departing from unproven suppositions to explain perceived data) it is suspected that the Astronaut theory rather functions on a level of religiosity. This thesis is investigated in Section 8 of the study: It is proposed that the Phenomenological method of studying religion, which attempts to understand a phenomenon not in the way it manifests itself, but on the deeper level of its function and meaning, is the most appropriate for this investigation. Using the insights of a Phenomeno!ogical approach, it is shown that the Ancient astronaut theory functions as a religious movement with attributes of a cult and a new-mythology. The acceptability of the theory for its many followers and the resulting growth of the movement that proposes it, is explained from a combination of social and psychological factors at work in Western society. From a phenomenological point of view it is concluded that the Astronaut theory may be considered very successful on a religious level: It succeeds in making the Bible "respectable" again and it recreates a "cosmic framework" for the meaning of human existence. The theory may also be considered a praiseworthy attempt to synthesise religion and modem science for its supporters and to address the spiritual needs of man in a confusing and confused world. In a final section of the study, the results are being considered theologically and their value. being shown for Christianity. / Thesis (PhD (Science of Religion))--University of Pretoria, 2007. / Science of Religion and Missiology / unrestricted

As Sweden has moved from being a homogeneous country to a multicultural melting pot of various nationalities so has the need for history teachers to understand how to raise various historical issues in a way without unnecessarily offending or aggravating while still doing their duty of educating and fostering the next generation on Swedish citizens. Therefore, this research overview of the topic “sensitive and controversial issues in history teaching” (SCIs) has been done as an attempt to bridge knowledge gaps and create more understanding for how to educate on SCIs by gathering information from nations where the issues have already been well documented. Consequently, this study attempts to showcase different SCIs in different nations as well as showcasing how teachers from each nation either try teaching said issues or ignore it. The conclusion is that teachers in general do not shy away from teaching controversial subjects and that a controversial subject is a subject that still holds an emotional connection to a student or a teacher.

This study examines teachers' approach to controversial topics, within the subject of civics and social sciences in Swedish upper secondary school. The aim of the study is to describe and problematize the approaches chosen by teachers when controversial topics are brought up in the classroom. To achieve this, the study will examine the following questions: What do teachers consider as controversial topics? How do teachers handle situations where controversial topics arise in the classroom? Why do teachers believe controversial topics are important in education? To answer these questions, several qualitative interviews were executed. The results show that there are several topics in civics and social sciences that may strike one as being controversial. Examples of such topics are questions regarding immigration, minorities, feminism, gender, and ethnicity. In summary, the results show that teachers aspire to let controversial issues be a part of their subject, and that they see benefits with this. However, the teachers' attitudes toward their mission differ, which can also be said about their perspective on what could be the definition of “controversial topics”. The reasonings presented by teachers in this study, as to why they find these topics important, can be divided into two sections. Firstly, such topics matter to students and are engaging. Secondly, it is relevant to the subject of civics and social studies, as well as the curriculum and it’s mission to foster democracy.

No description available.

Master of Science / Journalism and Mass Communications / Joye C. Gordon / Widespread debates about scientific issues, from global warming to vaccinations, have raised questions about public trust in science and scientists. Many studies have attempted to determine the cause of observed declines in public trust. This project employs framing theory, suggesting that the way science frames research might improve public trust. Research questions explore whether political conservatism, public religiosity, and exposure to a feature story about a scientist affects trust in science and scientists. A between-subjects quasi-experiment exposed participants to feature articles about scientists in either controversial or non-controversial fields, and asked a series of questions in order to measure the participant’s trust in science and scientists. Results indicated that participants who were male or participants who had some college education and who read the non-controversial feature story were statistically more likely to have a higher level of trust in science and scientists than any other group. Suggestions for future studies are discussed.

The aim of this thesis was to examine how newspaper journalism represented the celebrity Anna Anka. Which roles and qualities did the media ascribe Anna Anka and in what way did the media frame her as a woman. We examined texts and photographs from two Swedish newspapers, Aftonbladet and Dagens Nyheter, 16 texts were analysed. The method we used were discourse analysis with focus on relations, identities and representation. The result showed that Anna Anka was represented in an essentially equal way in both newspapers. The image of Anna Anka seems to be multifaceted. In the texts Anna Anka becomes a symbol for conflicts that emerge in discourses regarding gender, celebrity and Swedish values. As a woman she is both portrayed as controversial and appearance-fixated. As a wife she is traditional, a woman who takes care of house and family and lets her husband be the provider. On the other hand she is described as a woman who does not follow the traditional norm, she is independent and has a possibility to support herself. As a celebrity, Anna Anka is framed as fairly new in the public appearance. But in some texts the newspapers define her as a woman who does not deserve to be the celebrity she is. Anna Anka is well aware of how the celebrity culture works, what the media finds interesting. As a Swede Anna Anka is framed as a person who no longer quite belongs in Sweden, and therefore is allowed to criticize Sweden and the Swedish values.