A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

Zande, Paul van der; Waarlo, Arend Jan; Brekelmans, Mieke; Akkerman, Sanne; Vermunt, Jan D.

doi:10.1080/09500693.2010.525797

Cited by 13 publications

(8 citation statements)

References 72 publications

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“…Directed content analysis (where existing theory and research are used to further explore the phenomena in detail) was used in the study (Hsieh & Shannon, 2005). The codes and themes used in further analysis of RQ3 were refined from existing studies that explored the moral reasoning patterns (Sadler, 2004;Sadler & Zeidler, 2004 and NOS components (Abd-El-Khalick & Lederman, 2000;Bell & Lederman, 2003;Boerwinkel et al, 2017;Van Der Zande et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Besides, SSI require tackling from multiple viewpoints. For example, SSI can be linked to policy, environment, ethics, religion, social culture, and economics (Borgerding & Dagistan, 2018;Chang Rundgren & Rundgren, 2010;Sadler & Zeidler, 2005;Van Der Zande et al, 2011;. Since SSI are multidisciplinary in nature (Morris, 2014;Sadler, 2004), SSI-based teaching and learning are seen as relevant and interesting for students (Chang Rundgren & Rundgren, 2010;Fowler & Zeidler, 2016).…”

Section: Ssi-based Teaching and Learningmentioning

confidence: 99%

“…The topic of abortion can be related to genetics, a rapidly developing field which raises numerous controversial questions (Gericke & Smith, 2014) around subjects such as human cloning (Sadler & Zeidler, 2004Zohar & Nemet, 2002), genetically modified organisms (Ekborg, 2008;V. M. Dawson & Venville, 2010), genetic testing (Boerwinkel et al, 2011(Boerwinkel et al, , 2014Stern & Kampourakis, 2017;Van Der Zande et al, 2011), and biotechnology (Bell & Lederman, 2003;V. Dawson & Venville, 2009;Lewis & Leach, 2006;Van Lieshout & Dawson, 2016).…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

“…Dawson & Venville, 2009;Lewis & Leach, 2006;Van Lieshout & Dawson, 2016). However, in addition to the learning of scientific knowledge and skills and their application in decision-making, the need to understand the trade-offs, uncertainties, and dilemmas that genetics presents has been recognised in genetics teaching and learning contexts (McInerney, 2002;Van Der Zande et al, 2011). By its nature, abortion is a socially controversial and highly debatable issue worldwide.…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

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Embracing socioscientific issues-based teaching and decision-making in teacher professional development

Cebesoy

Rundgren

2021

Educational Review

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In recent decades, socioscientific issues (SSI) have been emerging from the interrelationship between science, technology, and society. For example, due to the COVID-19 pandemic, related decisions, like whether we need to ask people to use facemasks, is an SSI question being discussed internationally with no right or wrong answer. Controversial issues like SSI and the ability to make informed decisions need to be taught in school, which raises the question of whether teachers themselves are equipped with the skills required to make decisions on SSI. This study aimed to explore whether primary science pre-service teachers could consider multiple subject areas while making decisions on SSI in the context of abortion. Forty-two pre-service primary science teachers (third-year university students) in a genetics and biotechnology course participated in the study. The participants were asked to make decisions about abortion in three genetics-related scenarios and to explain their reasons in written reports. The SEE-SEP (science, environment, ethics/morality, sociology/culture, economy, and policy) model was adopted to explore the reasons behind the pre-service teachers' decisions. The results showed that their decisions were influenced mainly by science and ethics/morality subject areas. The results further revealed that the participants who supported abortion based their decisions on both scientific evidence and their emotional responses. On the other hand, the pre-service teachers who were against abortion based their decisions on scientific evidence and the aspect of uncertainty. Accordingly, our study recognises the importance of including both science and ethics/morality discussions in SSI-based teaching. The implications for SSI-based teaching and learning are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Ssi-based Teaching and Learningmentioning

confidence: 99%

Section: Purpose and Research Questionsmentioning

confidence: 99%

Section: Purpose and Research Questionsmentioning

confidence: 99%

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Embracing socioscientific issues-based teaching and decision-making in teacher professional development

Cebesoy

Rundgren

2021

Educational Review

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“…Therefore, socioscientific issues have been included in the Science curriculum in many countries and it is aimed to improve students' thoughts on this issue (Oulton, Dillon and Grace, 2004). Students' understanding on socioscientific issues enables them to make more informed decisions on real-life problems and social dilemmas and it is important that they realize processes and actions they used to make those decisions (Albe, 2008;Kolsto, 2006;Van der Zande, Warloo, Brekelmans, Akkerman and Vermunt, 2011). Individuals who know about SSI are aware of ethical, legal and scientific issues.…”

Section: Introduce the Problemmentioning

confidence: 99%

Examination of Secondary School Students' Attitudes towards Socioscientific Issues

Hastürk¹,

Ökkeşoğulları²

2021

eqr

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The interplay between culture and technology is dynamic. Since ancient times, science has had a major impact on people, and people have determined the general direction of science progress. In this way, there is mutual influence between society and science. Socioscientific issues have emerged as a result of the interaction process between science and society. In this context, it was aimed to examine eighth grade students' attitudes towards socioscientific issues. The study was conducted with 136 eighth grade students studying in a city in the Central Anatolia region of Turkey in the 2018-2019 academic year. Quantitative data collection and analysis methods were used in this study, which aimed to examine the secondary school students’ attitudes towards socioscientific issues. “The Attitudes towards Socioscientific Issues Scale (ATSIS) " was used as data collection tool in the study. According to the findings of the factorial ANOVA test; it was determined that eighth grade students' showed positive attitude on socioscientific issues. While students had positive attitudes related to interest and usefulness of SSI, they also had neither positive nor negative attitudes related to interest and usefulness of SSI. In addition, it was observed that the general attitude levels about socioscientific issues and the mean scores of interest and usefulness, liking and anxiety sub-dimensions did not differentiate according to gender. Based on the findings, the importance of socioscientific issues was emphasized and recommendations were made to program makers, researchers and practitioners on teaching.

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Genetics Literacy: Insights From Science Teachers’ Knowledge, Attitude, and Teaching Perceptions

Cebesoy

Öztekin

2017

Int J of Sci and Math Educ

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A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

Cited by 13 publications

References 72 publications

Embracing socioscientific issues-based teaching and decision-making in teacher professional development

Embracing socioscientific issues-based teaching and decision-making in teacher professional development

Examination of Secondary School Students' Attitudes towards Socioscientific Issues

Genetics Literacy: Insights From Science Teachers’ Knowledge, Attitude, and Teaching Perceptions

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