Developing teacher professionalism for teaching socio-scientific issues: What and how should teachers learn?

Chang, Jina; Park, Jisun

doi:10.1007/s11422-019-09955-6

Cited by 9 publications

(8 citation statements)

References 13 publications

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“…A relation between physics, SSI, and social issue. involvement in the learning process, and 4) preparing ped-agogical content knowledge (PCK) abilities [29][30][31]. This causes teachers to be deeply prepared in the learning process using SSI.…”

Section: Ssi In Physics Learningmentioning

confidence: 99%

Socio-scientific issues in physics learning to improve students’ critical thinking skills

Febriani

Jumadi²,

Dwandaru³

2023

Rev. Mex. Fis. E

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Socio Scientific Issues (SSI) is a social issue that causes controversy and can be studied based on scientific facts. Applying SSI to physics subjects helps students relate physics to real things in everyday life. The purpose of this study was to determine the teacher's view of the success of students' critical thinking processes that can be obtained from studying physics through SSI. The research method used is a qualitative method with a phenomenological approach. This study involved 4 resource persons consisting of 2 senior and 2 junior physics teachers. The results of this study indicate that SSI in physics learning can help students practice critical thinking skills. This is based on the various processes experienced by students during the physics learning process with SSI.

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Section: Ssi In Physics Learningmentioning

confidence: 99%

Socio-scientific issues in physics learning to improve students’ critical thinking skills

Febriani

Jumadi²,

Dwandaru³

2023

Rev. Mex. Fis. E

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“…Also, the second implication was the importance of emphasizing interpersonal relationships in teachers' educational programs (both in the implementation of undergraduate and science education in the faculties of teacher training, as well as teacher professional education/PPG) and professional development services (Claessens et al, 2016). Moreover, undergraduate education providers also need to provide adequate interpersonal relationship methods, due to their experiences playing a key role in developing professionalism (Chang and Park, 2019). Finally, the description of a great teacher that represented the voices of students, should be elaborated in compiling competency indicators.…”

Section: Practical Implicationsmentioning

confidence: 99%

The Great Teacher: The Indonesian Adolescent Student Voice

et al. 2022

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The consensus on professional teachers is known to be mostly determined by external parties, especially the government. This prompts professionalism to be considered as an indicator for the need of a great performance in educational sector. However, this consensus method of assessment is of a great disadvantage, because it negates the scope of professionalism. This study aims to use students’ perspectives in conceptualizing the characteristics of professional teachers. Fifteen students were selected as subjects from secondary schools in Yogyakarta city, Indonesia. Two interviews were conducted via electronic media (email and zoom), in order to share their experiences about the characteristics of professional teachers in schools. Also, an interpretive phenomenological analysis was used to analyze the data, in order to understand the participants’ point of view. The results showed that interpersonal relationships, pleasant personalities, and teaching skills, represented the main characteristics of great teachers, according to the students perspectives. These results recommended the importance of emphasizing teacher-student interpersonal relationships, in order to achieve sustainable professional programs.

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“…Our defined constructs incorporate ideas from constructivist approaches in teacher PD literature (Chang and Park, 2019;Fischer et al, 2018;Soine and Lumpe, 2014). We believe that math and science teachers can replicate these practices in their classrooms, improving students' ability to think about and make sense of natural phenomena.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Long-Term Impact of Teacher Professional Development on Black Female Students' Engagement in STEM

Fernandez

Barr

Antoine

et al. 2021

JSTEM

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In this paper, we argue that teacher professional development programs focused on inquiry-based learning increase students' likelihood of selecting STEM majors. Long-term student data was collected accessing the University of Houston's Educational Research Center database for each student whose teacher participated in the Applied Mathematics Program! (AMP!) professional development between the years 2014 and 2019. Using propensity scoring to create a matched comparison group, we conducted a logistic regression to model the likelihood of students choosing a STEM major in college if they had a teacher who participated in AMP! versus students who did not have a teacher who participated in the AMP!. Our analyses indicate that when teachers participate in AMP!, their students are more likely to select a STEM major in college. Additionally, female students had much larger effect sizes, particularly Black female students, whose likelihood of selecting a STEM major doubled when their teachers participated in AMP!.

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Developing teacher professionalism for teaching socio-scientific issues: What and how should teachers learn?

Cited by 9 publications

References 13 publications

Socio-scientific issues in physics learning to improve students’ critical thinking skills

Socio-scientific issues in physics learning to improve students’ critical thinking skills

The Great Teacher: The Indonesian Adolescent Student Voice

Long-Term Impact of Teacher Professional Development on Black Female Students' Engagement in STEM

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