SAQ, SSI and STSE education: defending and extending “science-in-context”

Bencze, Larry; Pouliot, Chantal; Pedretti, Erminia; Simonneaux, Laurence; Simonneaux, Jean; Zeidler, Dana L.

doi:10.1007/s11422-019-09962-7

Cited by 86 publications

(73 citation statements)

References 48 publications

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“…Essentially, the culture of school science is quite distinct from the culture of science in everyday life, as well as the contemporary practice of science by scientists. Everyday science, or science in context (SinC), is found in movements like Socially Acute Questions, Science, Technology Society Environment, and SSI initiatives (Bencze et al, in press). SinC pedagogy presents a challenge for both teachers and students in understanding the tacit expectations that progressivist classrooms require with respect to the implementation of sociocultural norms often at odds with essentialist formalized instruction.…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science

Lee

Lee²,

Zeidler

2019

J Res Sci Teach

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In the socioscientific issues (SSI) classroom, students need to cross the border between the subcultures of science (i.e., school science vs. everyday science). Traditional school contexts tend to present science as positivistic knowledge and unshakable truth unaffected by sociocultural factors. In contrast, everyday science, including SSI, is more nuanced, context‐based, socially and culturally embedded. Thus, learning in an SSI classroom requires students to make additional efforts to successfully navigate between the subcultures of science. The expected norms located within these two educational contexts can create academic and sociocultural tensions for students. It is therefore necessary to explore the tensions caused these differential norms in order to successfully implement SSI. Through the lens of cultural‐historical activity theory, we attempted to identify possible tensions that originate by implementing SSI instruction in a setting where teachers and students are accustomed to traditional lecture‐based classroom instruction. One hundred thirty ninth graders at a public middle school located in Seoul, South Korea, participated in SSI programs on genetic modification technology during seven class periods over three to 4 weeks. Data was collected by classroom observation, audio‐taping while students participated in various types of discourse, and semistructured interviews. We identified four noteworthy phenomena including intolerance of uncertainty, scientism, a sense of rivalry, and reaching an expedient and easy consensus. By revealing and understanding these tensions and phenomena, we aim to help inform teachers (and teacher educators) recognize instructional clues that can change not only students' epistemological views and attitudes toward science and science classes, but also better navigate the norms of classroom culture.

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Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science

Lee

Lee²,

Zeidler

2019

J Res Sci Teach

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“…Accordingly, there has been less reliance on the essentialist metaphor (see Woolmer, ) for teaching while more emphasis placed on sociocultural approaches that emphasize scientific understand in the context of content‐transcending themes (Kolstø, ). Such themes are recognized, extended, and defended in recent Science‐in Context (SinC) frameworks in science education as evidenced by Socially Acute Questions, Socioscientific Issues (SSI), and Science Technology Society Environment initiatives (Bencze et al, ). However, there is a challenge that exists for both teachers and students in understanding the tacit expectations in SinC classrooms, particularly when both have been historically immersed in more conventional essentialist pedagogical traditions (Berland & McNeill, ; Ivinson & Duveen, ; Zeidler & Sadler, ).…”

Section: Introductionmentioning

confidence: 99%

Students' recognition of educational demands in the context of a socioscientific issues curriculum

2019

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Students' difficulties in interpreting what counts as knowledge have been addressed in past research on science education. The implementation of progressivist pedagogy in terms of more student-active classroom practice and the introduction of a variety of discourses into the science classroom deepens students' difficulties. The integration of different forms and demands of knowledge and discourses typified by Science-in-Context initiatives, such as within the socioscientific framework, exemplifies this development in science education. Here, the diffuse boundaries between school subjects and other silos of knowledge lead to considerable difficulties for students to interpret what is expected from them. Such contexts having diffuse boundaries between, for example, subject discourses and other forms of knowledge, have been describes as contexts with weak classification. The present study aims to explore students' interpretation of what knowledge or meaning they are requested to produce in contexts with weak classification, here exemplified within an SSI-task. We use Bernstein's concepts of recognition rules and classification to analyze how 15to 16-year-old students develop their discussions in groups of 4-6 students. This study reports how students' recognition of the educational demands enabled integration of different discourses in their discussion, and that the use of both universalistic and particularistic meanings can produce new understandings. Students who had not acquired recognition rules were found to keep discourses apart, expressed either as rejection of the relevance of the task, answering questions as in a traditional school

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“…Även om vi i den här texten har lyft fram skillnader mellan olika sätt att använda samhällsfrågor i nv-undervisningen, så finns det också flera gemensamma nämnare mellan olika inriktningar [5]. Särskilt SSI och SAQ har stora likheter, men betoningen ligger på något olika saker, vilket kan ha betydelse för elevers lärande om samhällsfrågan och vilken typ av deltagande i samhället de blir förberedda för.…”

Section: Ssi Jämfört Med Saqunclassified

“…Simonneaux och hennes forskargrupp har utvecklat ett ramverk som kan användas för att beskriva hur elever resonerar om kontroversiella och socialt angelägna samhällsfrågor, SAQ. Det består av följande sex aspekter (omarbetade från [11] och även presenterade i [5]):…”

Section: Ssi Jämfört Med Saqunclassified

“…Beroende på syftet kan lärare också välja att betona olika saker i undervisningen. Det kan handla om allt från att tillämpa naturvetenskapliga kunskaper på tekniska applikationer via att integrera värderingar och tvärvetenskapliga perspektiv i ställningstaganden, till handlingskompetens då det gäller hållbarhetsfrågor [5]. Undervisningens övergripande syfte och lärarens val av innehåll och genomförande kan alltså få stor betydelse för elevernas lärande om samhällsfrågan och vilken typ av deltagande i samhället de blir förberedda för.…”

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Samhällsfrågor i nv-klassrummen – från enkel kontextualisering till fokus på handlingskompetens för global miljörättvisa

Bossér

Sjöström²

2020

ATENA

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Under flera decennier har forskare inom naturvetenskapernas didaktik undersökt hur aktuella samhällsfrågor kan få betydelse i naturvetenskapsundervisningen. Flera olika inriktningar har vuxit fram, där undervisningens syfte och genomförande skiljer sig åt. Det handlar om allt från att samhällsfrågorna endast bidrar med ett sammanhang, där elever relativt förenklat tillämpar naturvetenskapliga kunskaper, till att undervisningen syftar till att lägga en grund för global handlingskompetens. I den här artikeln beskriver vi några olika inriktningar med exempel på hur de kan omsättas i undervisningspraktiken. Därmed vill vi synliggöra överväganden man som lärare kan behöva göra när man vill använda samhällsfrågor i sin nv-undervisning.

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SAQ, SSI and STSE education: defending and extending “science-in-context”

Cited by 86 publications

References 48 publications

Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science

Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science

Students' recognition of educational demands in the context of a socioscientific issues curriculum

Samhällsfrågor i nv-klassrummen – från enkel kontextualisering till fokus på handlingskompetens för global miljörättvisa

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