Chinese Pre-Service Science Teachers’ Views of the Social Responsibility of Scientists and Engineers

Zhang, Shen

doi:10.33225/jbse/23.22.538

Cited by 2 publications

(4 citation statements)

References 17 publications

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“…The role of multimedia (simulations, animations, videos, models) in teaching university students black body radiation, photoelectric effect and other quantum physics topics is discussed by Nyirahabimana et al (2023). Interesting factors related to the social responsibility of scientists and engineers, as viewed by pre-service physics teachers, are analysed by Zhang (2023). The typology of questions used by science teachers is examined by Saka and Inaltekin (2023).…”

Section: Teaching Physicsmentioning

confidence: 99%

Raising Quality of Physics Education: Contribution of Jbse Over the Past Issues

Demkanin

2023

JBSE

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I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs – in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals – knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means – by the methods of education – methods of teaching and learning. So, let's look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work.

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Section: Teaching Physicsmentioning

confidence: 99%

Raising Quality of Physics Education: Contribution of Jbse Over the Past Issues

Demkanin

2023

JBSE

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“…Although the results of these studies help understand views on social responsibility, a few research studies have examined the views of STEM majors on social responsibility (Erna et al, 2023;Zhang, 2023). In light of Beckwith and Huang's (2005, p. 1479-1480 statements that "few students of science receive as an integral part of their scientific education an analysis of the social impact of science and rarely is there any mention of social responsibility,", teaching and understanding social responsibility as it relates to future scientists and engineers have become necessary for educators and researchers.…”

Section: Contribution To the Literaturementioning

confidence: 99%

“…Societies and countries need the social responsibility of scientists and engineers because of their unique knowledge and skills to solve the problems that will save humanity from various dangers and harms (Bielefeldt & Canney, 2016;Ko et al, 2021;Sakharov, 1981). At this point, the social responsibility of scientists and engineers has become very important to help people with the negative and unprecedented consequences of scientific and technological research (Erna et al, 2023;Zandvoort et al, 2013;Zhang, 2023). Although the need for the knowledge and expertise of scientists and engineers has greatly increased since March 2020 with the emerging COVID-19 pandemic, the number of studies dealing with social responsibility is minimal.…”

Section: Introductionmentioning

confidence: 99%

“…Although the need for the knowledge and expertise of scientists and engineers has greatly increased since March 2020 with the emerging COVID-19 pandemic, the number of studies dealing with social responsibility is minimal. As far as we know, scholars have conducted few studies (e.g., Zhang, 2023) that have examined the views on the social responsibility of scientists and engineers. For example, Ko et al (2022) studied the views of Korean STEM college students on the social responsibility of scientists and engineers.…”

Section: Introductionmentioning

confidence: 99%

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Examining preservice science teachers' perspectives on the social responsibility of scientists and engineers

Ishmuradova

Sazonova

Panova

et al. 2023

EURASIA J Math Sci Tech Ed

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This study aimed to examine preservice science teachers’ views on the social responsibility of scientists and engineers. A total of 153 students enrolled in Russian public university formed as the participants. We assessed the social responsibility of pre-service teachers using a scale, “Views of Social Responsibility of Scientists and Engineers” (VSRoSE), developed by previous researchers, and included eight different areas of social responsibility. The results indicated that the preservice biology, chemistry, and science teachers who participated in this study had high awareness of human welfare and safety, a sustainable environment, and consideration for social risks and impacts. However, their awareness related to practice and participation was relatively low. Female students had more scores than male students in all areas. The results also revealed that chemistry students had slightly higher average scores than the other majors in all areas of the scale. The average scores in all age groups showed slight differences. This study provides a starting point for researchers and teachers to comprehend preservice science teachers’ views on the social responsibility of scientists and engineers in resolving humanity’s greatest problems from the perspective of preservice science teachers. With this respect, this study contributes insightful information to the literature and fills a gap in the research. We hope that future researchers will concentrate on enhancing pre-service teachers’ understanding of the social responsibility of scientists and engineers and on educating more socially responsible teachers who recognize the importance of science and engineering research’s impact on society. This study also indicates that PSTS were less concerned with the role of social responsibility in promoting scientific research in science and engineering. This finding suggests the necessity of emphasizing the positive impact of science and engineering research on society and the significance of incorporating social impact into teacher education. This emphasis on the significance of social responsibility will assist in comprehending the effects of science and engineering within a social context on professional responsibility.

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Chinese Pre-Service Science Teachers’ Views of the Social Responsibility of Scientists and Engineers

Cited by 2 publications

References 17 publications

Raising Quality of Physics Education: Contribution of Jbse Over the Past Issues

Raising Quality of Physics Education: Contribution of Jbse Over the Past Issues

Examining preservice science teachers' perspectives on the social responsibility of scientists and engineers

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