Preservice Biology Teachers’ Socioscientific Argumentation: Analyzing Structural and Content Complexity in the Context of a Mandatory COVID-19 Vaccination

Krell, Moritz; Garrecht, Carola; Minkley, Nina

doi:10.1007/s10763-023-10364-z

Cited by 6 publications

(2 citation statements)

References 64 publications

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“…Lecturers also need to find ways to help students learn, adopt, and use the same criteria that biologists use to determine what counts as secure scientific knowledge in the field of biology. Krell et al, (2023) also suggests that in addition to evaluating the structure of arguments are based on interconnected components (i.e., at the micro level), they can also be analyzed by considering the interrelationships of several arguments, focusing on elements such as the reasons for and against an argument. Research in the field of ethnobiology is very important and can be a milestone in revealing the various potentials of natural resources in more detail, including aspects of zoology, ethnobiology and ecology.…”

Section: Resultsmentioning

confidence: 99%

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Jon,

Asrial,

Hasibuan

et al. 2023

JPBI

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The ethnoscience-based reflective learning model has been implemented in the classroom while the learning process has its own strengths and weaknesses. The purpose of this study was to determine the interaction between learning models and arguments for creative thinking. A mixed methods research design was applied to collect both qualitative and quantitative data. Quantitative data were collected using argumentation observations and essay tests which were analyzed with SPSS. Qualitative data sourced from one lecturer and 40 students of National Islamic Institute of Kerinci, Jambi Province were collected using interviews and observations. The results shows that there is an interaction between learning models and arguments for creative thinking. This can be seen from the whole learning process students have achieved indicators of creative thinking involving argumentation skills. We discussed this and formulated recommendations that can be implemented in the future.

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Section: Resultsmentioning

confidence: 99%

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Jon,

Asrial,

Hasibuan

et al. 2023

JPBI

View full text Add to dashboard Cite

show abstract

“…By integrating socio-scientific issues (SSI) into the learning experiences of students and pre-service science teachers (PSTs), we can nurture the critical thinking and problem-solving abilities required to create sustainable and resilient societies. Global challenges, such as the COVID-19 pandemic, have underscored the complexities and urgencies of incorporating SSI into science education and science teacher education [8][9][10]. This crisis has not only amplified the difficulties in integrating SSI into pedagogical practices but also emphasized the significance of SSI instruction in fostering PSTs' learning and responsible citizenship among students.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Science Teachers’ Understanding of Socio-Scientific Issues Instruction through a Co-Design and Co-Teaching Approach Amidst the COVID-19 Pandemic

Huang

2023

Sustainability

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This qualitative case study explores the development of pre-service science teachers’ (PSTs) understanding of Socio-Scientific Issues (SSI) instruction. The study utilized a conceptual framework of SSI-based instruction and a three-phase approach involving co-designing solutions, co-designing curriculum materials, and co-teaching classes. Primary data sources included PSTs’ interviews and reflective journals, while artifacts, field notes, and curriculum materials served as secondary data sources. Thematic analysis was used to analyze the data of six PSTs in a teacher preparation program. We found that the PSTs’ understanding of SSI instruction was enhanced in 12 features of three core aspects: design elements, learner experiences, and teacher attributes. “Engaging in higher-order practices” was the most prominent feature, observed across all three phases. The three-phase approach played a crucial role in promoting PSTs’ understanding of SSI instruction, with each phase guiding their understanding in distinct ways. Particularly, the co-designing solutions phase facilitated the development of PSTs’ “awareness of the social considerations associated with the issue”. While the co-designing curriculum materials phase was effective in promoting their understanding of “scaffolding for practice: providing scaffolding for higher-order practices. “The co-teaching classes phase played a crucial role in facilitating their understanding of “willingness to position oneself as a knowledge contributor rather than the sole authority”.

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Developing and evaluating the extended epistemic vigilance framework

Bielik,

Krell

2024

J Res Sci Teach

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In science education, epistemic vigilance plays a key role in the development of students' critical thinking by supporting students' abilities to evaluate the expertise level of the source and to evaluate the claim itself, using rigorous scientific standards and appropriate argumentation heuristics. Based on previous studies, which suggested two aspects of epistemic vigilance—reflecting the source of information and the claim that is made—we developed the Extended Epistemic Vigilance Framework (EEVF) that includes an additional aspect of evaluating the receiver. In an empirical exploratory pilot study, we evaluated the reliability and validity of an EEVF‐based category system and investigated to what extent the EEVF can be used to characterize changes in biology graduate students' epistemic vigilance after participating in a critical thinking course. Results show that the EEVF‐based category system includes reliable and valid categories for identifying students' epistemic vigilance. A statistically significant increase with a small effect size was found in students' epistemic vigilance regarding the reliability of the source and the references used to support the claim following their participation in the critical thinking course. However, a statistically significant decrease with a small effect size was found regarding the awareness of the aspects of the one‐sidedness of the claim, the context of the claim, and cognitive biases and socioemotional influences on the receiver. In general, these findings indicate that the EEVF offers an improved framework to analyze students' epistemic vigilance more comprehensively.

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Preservice Biology Teachers’ Socioscientific Argumentation: Analyzing Structural and Content Complexity in the Context of a Mandatory COVID-19 Vaccination

Cited by 6 publications

References 64 publications

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Pre-Service Science Teachers’ Understanding of Socio-Scientific Issues Instruction through a Co-Design and Co-Teaching Approach Amidst the COVID-19 Pandemic

Developing and evaluating the extended epistemic vigilance framework

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