Developing socioscientific perspective taking

Newton, Mark; Zeidler, Dana L.

doi:10.1080/09500693.2020.1756515

Cited by 52 publications

(19 citation statements)

References 37 publications

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“…Moreover, extant research demonstrates SSI interventions have had inconsistent impacts on how students' reason about SSI, with some indicating formal and traditional environments are limited in their ability to promote advanced socioscientific reasoning (Bencze, 2017; Karahan & Roehrig, 2017; Sperling & Bencze, 2010). However, there are indications that having rich pedagogical support both within more progressive school settings (Leden et al, 2017; Newton & Zeidler, 2020) and informal place‐based contexts (Herman, 2018; Kim et al, 2020; Kinslow et al, 2019) can lead to increased conceptual understanding of scientific content, the NOS, emotive concerns and other SSI dimensions.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations

2021

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This investigation examined how a 6 week environmental topics course that included place‐based socioscientific issues (SSI) instruction in the Greater Yellowstone Area (GYA) in the United States of America influenced 21 postsecondary students' expressed socioscientific orientations of Ecological Worldviews (including Interconnectedness and Sustainable Development); Social and Moral Compassion (including Moral and Ethical Sensitivity, Perspective Taking, and Empathetic Concern); Socioscientific Accountability (including Feelings of Responsibility and Willingness to Act); and Scientific Evidence Views (including Affordances and Constraints of Scientific Evidence). The students, who were enrolled in diverse academic majors, provided significantly different and better contextualizedtu qualitative responses across all eight socioscientific orientation dimensions after the SSI course. For instance, the students often referred to SSI they experienced, such as when indicating feeling more connected to nature and accountable for compassionate and sustainable environmental issues resolution. Moreover, the students were better able to utilize the perspectives of those they interacted with who were incurring SSI impacts (e.g., ranchers and Native Americans in the GYA) to knowledgably articulate how effective SSI resolution requires weighing scientific evidence in juxtaposition with sociocultural and ethical considerations. The coherence to which our methodological approaches and socioscientific orientation rubrics revealed how the students expressed complex cognitive, emotive, and intentional variables highlight the importance of the SSI field's need to use such standardized qualitative measures. Pedagogical considerations addressed include how to effectively implement place‐based instruction where students engage diverse groups of people experiencing and resolving SSI where they occur.

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Section: Literature Reviewmentioning

confidence: 99%

Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations

2021

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“…Discussions of SSI allow students to consider the moral and ethical aspects of science and their consequences for society (Zeidler, Sadler, Applebaum, & Callahan, 2009), and to make decisions that incorporate moral judgements. Second, SSI-based instruction facilitates the development of student skills, such as critical thinking (Wang, Chen, Lin, Huang, & Hong, 2017), decision-making (Fang, Hsu, & Lin, 2019), argumentation (Dawson & Carson, 2020), informal reasoning (Karpudewan & Roth, 2018), and perspective taking (Newton & Zeidler, 2020), which are crucial for making informed judgements and participating in discussions about SSI. Third, understanding the NOS has been recognised by many to inform judgements about SSI (Leung, 2020a;Leung, Wong, & Yung, 2017).…”

Section: Theoretical Ideal Of the Ssi Paradigmmentioning

confidence: 99%

Shifting the Teaching Beliefs of Preservice Science Teachers About Socioscientific Issues in a Teacher Education Course

Leung

2021

Int J of Sci and Math Educ

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The purpose of this study was to investigate how 22 preservice science teachers' (PSTs') beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner's perspective and a teacher's perspective during a 12-week initial teacher education course. The study also explored the learning experiences associated with these changes. This study was conducted in Hong Kong, where the science, technology, society and environment (STSE) framework has been integrated into the secondary science curriculum but no SSI instruction is provided. Data were collected through learning tasks completed by the participants: (a) curriculum designs (pre-, mid-and post-course), (b) lesson plans (mid-and postcourse) and (c) weekly reflective journals. Six profiles characterising teaching beliefs about SSI emerged from the data analysis. Qualitative analysis showed that the teaching beliefs of the PSTs had shifted from the traditional view that SSI should not be covered in science education to embracing SSI teaching. Three illustrative cases were used to capture key learning experiences and explore how these had led to a change in beliefs over time. These cases explained how PSTs' reflection on the why, what and how of teaching SSI to students can shape their beliefs about teaching SSI. The results have implications for the development of a closer alignment between PST beliefs and the SSI paradigm.

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“…When designing student worksheets based on SSI, it is essential to choose a problem that is relevant and appealing to students. It allows students to negotiate the complex sociocultural aspects of the given issue, which is, in turn, provide experiences that foster the necessary skills to participate in the resolution of the issue [26] [27] [28]. Integrating SSI into chemistry concepts can be varied.…”

Section: The Influence Of Ssi-based Student Workheets On Conceptual Understandingmentioning

confidence: 99%

Empowering Students’ Worksheet with SSI to Improve the Conceptual Understanding of Rate Reaction and Thermochemistry

Saija¹,

Rahayu²,

Budiasih³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The purposes of this study were to (1) develop a worksheet that enriched with socio-scientific issues, and (2) examine the effectiveness of the developed worksheets for improving high school students' conceptual understanding of rate reaction and thermochemistry. This research implemented the 4D research and development models that consist of four phases: define, design, develop, and disseminate. Research participants consisted of 132 students from a public high school in Ambon city. The instruments were the validation sheet, questionnaire, observation sheet, and the conceptual chemistry test. The research data consisted of qualitative and quantitative data and analysed using statistics and qualitative descriptions. This study found that the developed socio-scientific issues-based worksheets were valid, practical, and effective in improving high school students' conceptual understanding of reaction rate and thermochemistry. It is necessary to encourage chemistry teachers to explore other socio-scientific issues to teach in rate reaction and thermochemistry.

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Developing socioscientific perspective taking

Cited by 52 publications

References 37 publications

Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations

Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations

Shifting the Teaching Beliefs of Preservice Science Teachers About Socioscientific Issues in a Teacher Education Course

Empowering Students’ Worksheet with SSI to Improve the Conceptual Understanding of Rate Reaction and Thermochemistry

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