Impact of a SSI Program on Prospective Teachers' Character and Values for Global Citizens

Uzel, Nurcan

doi:10.29329/ijpe.2020.277.1

Cited by 5 publications

(1 citation statement)

References 13 publications

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“…While STS seemed to lack a theoretical underpinning to incorporate society aspects in science education, a later development including socio-scientific issues (SSI) emerged as a science educational construct, with principles influenced by philosophical, developmental and sociological components [14]. In fact, many research studies recommended incorporating SSI-based decision-making in the classroom, seeking to promote citizenship attributes, identified by different researchers as: "responsible citizenship" [15], "competent citizenship" [16], "environmental citizenship" [17], as well as "global citizenship" [18,19].…”

Section: Introductionmentioning

confidence: 99%

A Future Trend for Science Education: A Constructivism-Humanism Approach to Trans-Contextualisation

2022

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Today’s society faces new challenges, especially related to sustainability, in which the role of science within society is becoming increasingly important. This study seeks to re-examine the focus of school science/STEM education in light of increasing societal challenges by introducing a trans-contextualisation component within science education so as to go beyond the classroom and seek to impact the societal setting. In so doing, this study, through a constructivism-humanism approach, develops a theoretical 4-phase model by adding a trans-contextualisation learning phase to a literature-supported 3-stage science education teaching model. This enhanced model is put forward to enable science education to play a stronger role in impacting societal development towards building an active informed citizenry, enabling society to reflect on potential ways to meet its needs in moving towards a sustainable future. The study seeks science educator views familiar with the 3-stage teaching approach on the enhanced 4-phase model in terms of its value, feasibility and potential constraints. Such views are shown to be positive and aligned with the generally supportive views of teachers identified in a prior study.

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