Pre-service Secondary Science Teachers’ Beliefs About Teaching Socio-scientific Issues

Leung, Jessica Shuk Ching; Wong, Ka Lok; Chan, Kin-man

doi:10.1007/978-3-030-40229-7_3

Cited by 9 publications

(8 citation statements)

References 26 publications

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“…After the process, the teachers both exhibited a more student‐centered orientation and provided strong rationales related to argumentation pedagogy and strategies. This case may therefore confirm the claim that teachers who have started to use a new instructional design (socioscientific argumentation) will display an improvement in their beliefs, orientations, and ability to use it as the process progresses (Friedrichsen et al, 2020; Hestness et al, 2014; Leung et al, 2020).…”

Section: Conclusion and Discussionsupporting

confidence: 61%

“…Furthermore, the conceptualizations of the teachers regarding the purpose of raising science literate individuals at the end of the process supported the previous research results (Kutluca & Aydın, 2017; McNeill & Knight, 2013). In particular, it can be said that learning and teaching experiences in employing PCK and socioscientific argumentation contributed to the development of OTS, which is a metacognitive concept (Chan & Yung, 2018; Leung et al, 2020). Therefore, the fact that teachers have orientations that are more student‐centered, aware of argumentation processes, and focused on raising science literate individuals will increase the probability of including socioscientific argumentation processes in their classrooms (Friedrichsen et al, 2020; Herman, 2015).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Studies that have been conducted in this field have revealed that many teachers lack the expertise to include SSI (Simonneaux, 2014) or argumentation skills (Knight‐Bardsley & McNeill, 2016) in their science teaching. Responding to this, existing literature has reached the conclusion that it is possible to overcome these difficulties with learning and teaching experiences (e.g., Chan & Yung, 2018; Leung et al, 2020). However, there has not been any research on how learning and teaching experiences can change teachers’ PCK for socioscientific argumentation.…”

Section: Introductionmentioning

confidence: 99%

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An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

Kutluca

2021

Science Education

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The aim of this study was to determine how a learning and teaching experience, which related to socioscientific argumentation and pedagogical content knowledge (PCK), changed elementary teachers' views of teaching with socioscientific argumentation, as well as the change in their PCK and instructional practices. Five teachers studying for the classroom‐teaching master's degree program of a foundation university in Turkey were included in the study, which lasted for a total of 10 weeks. Interviews to determine the PCK of these elementary teachers were first conducted, and their instructional practices were observed. Then, teachers attended a course related to socioscientific argumentation and PCK. Finally, PCK interviews were conducted for a second time with all the teachers and their instructional practices were observed again. The qualitative data collected from the study were analyzed by inductive content analysis, based on the constant comparative method. Classroom observations were evaluated with an analytical evaluation rubric. The results revealed that the learning and teaching experience undergone by the participating teachers improved the following components of their PCK: orientations (OTS), students' understanding (KSU), instructional strategies (KISR), and knowledge of assessment (KAS). After the course, strong interactions occurred among all the components, with the exceptions of knowledge of curriculum and knowledge of assessment. Furthermore, teacher efficacy, which is an effective element of PCK, is embedded in the components of KSU and KISR of the PCK for socioscientific argumentation. Therefore, it was concluded that the PCK for socioscientific argumentation of the participating elementary teachers improved while both learning and teaching.

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Section: Conclusion and Discussionsupporting

confidence: 61%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

Kutluca

2021

Science Education

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“…However, public perception of invasive species and attitudes toward their control are controversial [12][13][14][15]. In this sense, IAS represent one of the clear and well-documented examples of socio-scientific issues (SSI) [16], a theme that emerges from the nexus of science and society, involves moral, ethical and financial aspects, and generates social conflicts [17,18]. Conflicts around IAS are mainly related to necessary measures for the correct IAS management, such as the slaughter of charismatic animals [19,20] or biosecurity measures for the multiple users of especially vulnerable ecosystems such as rivers [21,22].…”

Section: Introductionmentioning

confidence: 99%

Unprepared to Deal with Invasion: Pre-Service Teachers’ Perception, Knowledge and Attitudes toward Invasive Species

et al. 2020

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The serious and growing impacts of invasive alien species (IAS) on the planet make it necessary to include this issue with greater determination in educational programs, with the aim of generating citizens capable of dealing with this environmental problem in a sustainable way. Likewise, the management of IAS represents a clear socio-scientific issue (SSI), which gives greater interest to its inclusion in school. At this point, future teachers play a key role, so that their knowledge, perceptions and attitudes on the subject must be evaluated. In order to deal with this objective, a questionnaire was filled out by 400 students of the degrees in early childhood education and primary education of the Universities of La Rioja (UR) and the Basque Country (UPV/EHU), Spain. Our results show that pre-service teachers do not perceive impacts of different types generated by IAS, and they show a clear lack of knowledge about transmission vectors. Likewise, they do not support various control measures, especially slaughter of invasive vertebrates, related to affective dimensions. These results highlight the need to work toward an appropriate integration of this issue at different educational levels, training students and educators, fostering favorable attitudes toward a sustainable management of IAS.

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“…There are many challenges in preparing teachers to enact SSI based science instruction. Leung, Wong, and Chan (2020) outline these challenges as including limited knowledge about SSIs, how to lead a discussion about controversial issues, and transferring from a focus on content knowledge that often has definite answers to SSIs that are complex, open-ended, and require value judgements. Additionally, Foulk (2019) identifies a lack of support materials which leaves teachers on their own to develop SSI curriculum or lack of specific pedagogical content knowledge that is required to successfully identify and utilize SSI.…”

Section: Challenges Of Preparing Teachers To Enact Ssi Based Science ...mentioning

confidence: 99%

Preservice teachers' sociopolitical consciousness in light of the racial disparities highlighted by the COVID-19 pandemic

Oertli¹

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Socioscientific issues (SSI) such as COVID-19 and climate change often highlight the inequalities that structural racism creates. If we ever wish to equitably solve these issues, we require a population that has the scientific literacy and the sociopolitical consciousness to do so. Yet, the push for culturally relevant education has had little movement in science education, partially because of the acultural view of science but also from the colorblind ideologies often held by teachers. The purpose of this pre-experimental study was to determine if a pre-service elementary science methods course that applies the SSI Teaching and Learning Framework for Social Justice promoted participant's sociopolitical consciousness, reduced their colorblind ideologies, and increased their socioscientific reasoning (SSR) skills. Linear mixed-effects regression models were run to assess these outcomes. Results indicate that preservice teachers' colorblind ideologies and socioscientific reasoning skills did not change through the semester. However, a statistically significant increase in their sociopolitical consciousness was found and this increase could be predicted by one of the components of SSR, perspective taking. Implications of these findings are discussed.

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Pre-service Secondary Science Teachers’ Beliefs About Teaching Socio-scientific Issues

Cited by 9 publications

References 26 publications

An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

Unprepared to Deal with Invasion: Pre-Service Teachers’ Perception, Knowledge and Attitudes toward Invasive Species

Preservice teachers' sociopolitical consciousness in light of the racial disparities highlighted by the COVID-19 pandemic

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