Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction

Abstract

Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.

E-modules with Android Appy Pie Based on Socio-Scientific Issues to Improve Students' Critical Thinking Skills

“…Student responses to the application of socio scientific issues in the learning process show an agreeable response and can produce a positive response from students. Socio scientific issues are strategies that aim to stimulate the development of thinking intellectually, morally, ethically and awareness about relating science to the context of people's social life (Subiantoro et al, 2017). Socio-Scientific Issues is a new strategy in science and science learning that emphasizes social issues that develop in society, can be studied scientifically to be able to develop critical thinking skills, improve students' good morals and ethics.…”

Fen Bilgisi Öğretmen Adaylarının Fen Okuryazarlık Algısı Ölçeği Uyarlama Çalışması

“…Fen okuryazarlığı, öğrencilerin bilgiye eleştirel olarak yaklaşması ve değerlendirmesi, karar verme sürecine aktif olarak katılması ve fen bilimleri ilgili sorunlar hakkında tartışmalara katılma yeteneği sağlar (Subiantoro, Treagust, & Tang, 2021). Modern dünyada fen bilimleri temelli problemler hakkında bilinçli kararlar vermek, geleceğin vatandaşlarına gerekli nitelikleri kazandırmak için fen okuryazarlığı kritik öneme sahiptir.…”

In Search of a More Inclusive and Relevant School Science Curriculum

“…Consequently, new directions are recommended (Zeidler et al, 2019) including the broader notion of 'science-in-context' (Bencze et al, 2020). Indeed, these SSIs can involve topics not normally in the school science curricula, such as the case in Indonesia when science teachers introduced SSIs about breastfeeding vs. formula milk; mobile phones and society; motorcycles driven to school by students; and hotel development and water sustainability (Subiantoro et al, 2021). Fensham (1999Fensham ( , 2001 noted the developments and increased research involving argumentation and more nuanced ideas about the value and place of practical work in schools and universities since Millar and Driver's (1987) critical paper Beyond Processes.…”