Socio-scientific Issues (SSI) in Initial Training of Primary School Teachers: Pre-service Teachers’ Conceptualization of SSI and Appreciation of the Value of Teaching SSI

Espeja, Anna Garrido; Lagarón, Digna Couso

doi:10.1016/j.sbspro.2015.07.015

Cited by 19 publications

(12 citation statements)

References 7 publications

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“…To some extent, their low outcome expectancy related to the beliefs about their effectiveness on student learning by teaching SSI might be related with their understanding about the goals of teaching SSI. At the end of their study, Espeja and Lagaron (2015) also emphasized the challenge of internalizing goals of teaching SSI for teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Another possible explanation can be traced from Spain, one of the partner countries in the PreSEES Project. Espeja and Lagaron (2015) also trained primary school teachers' about the nature of SSI and how to teach it. They found that most of the participants did hardly realize the relation between teaching SSI and developing scientific knowledge.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Muğaloğlu¹,

Küçük²,

Güven³

2016

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teaching and assessing SSI, were followed by micro-teachings on selected SSI. At the end of six weeks, significant difference was found between pre and post-modified STEBI scores. Besides, there was a significant difference between pre and post scores on Personal Socio-scientific Issues Teaching Efficacy subscale, while no significant difference is reported on Socio-scientific Issues Teaching Outcome Expectancy subscale. The paper includes some suggestions for inclusion of SSI in science classes and for further studies on teaching efficacy on SSI.Key Words: Socio-scientific issues, self-efficacy beliefs, pre-service science teachers. Uludağ Üniversitesi Eğitim Fakültesi Dergisihttp://kutuphane.uludag.edu.tr/Univder/uufader.htm E.Z. Muğaloğlu ve ark. / Eğitim Fakültesi Dergisi 29 (1), 2016, 95-110 96Fen Bilimleri ÖğretmenAdaylarının Sosyo-Bilimsel Konuları Öğretmedeki Özyeterlilik İnançları ÖZET Bu çalışma, fen bilimleri öğretmen adaylarının sosyo-bilimsel konuları öğretme hakkındaki öz-yeterliklerini incelemeyi amaçlamaktadır. Çalışmaya, 23 son sınıf fen bilgisi öğretmen adayı katılmıştır. Fen Öğretimi Yeterlik İnanç Ölçeği'ne (STEBI), bilimsel konulardan ziyade sosyo-bilimsel konulara vurgu yapılarak uyarlama yapılmıştır. Uyarlanan ölçek, uygulanan eğitim öncesinde ve sonrasında katılımcılara uygulanmıştır. Altı hafta boyunca uygulanan eğitim, sosyo-bilimsel konuların doğası, sosyo-bilimsel konuların öğretimi ve ölçülmesi hakkında üç modül ve seçilen sosyo-bilimsel konular hakkında hazırlanan mikro-öğretimleri içermektedir. Altı haftanın sonunda, uyarlanan ölçeğin ön ve son-test sonuçları arasında istatiksel olarak anlamlı bir fark bulunmuştur. Ayrıca, Kişisel Sosyobilimsel Konuların Öğretilmesi Yeterliği altölçeğinde de ön ve son-test sonuçları arasında anlamlı bir fark bulunurken, Sosyo-bilimsel Konuların Öğretilmesi Başarı Beklentisi alt ölçeğinde ön ve son-testler sonucunda istatiksel olarak anlamlı bir fark bulunmamıştır. Çalışmada, sosyo-bilimsel konuların fen derslerine dahil edilmesi ve sosyo-bilimsel konuları öğretimi yeterliği hakkında gelecek çalışmalar için öneriler sunulmaktadır.Anahtar Sözcükler: Sosyo-bilimsel konular, öz-yeterlilik inançları, fen bilimleri öğretmen adayları.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Muğaloğlu¹,

Küçük²,

Güven³

2016

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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“…It can be confirmed that science communication includes communication between various other academic domains such as science itself, technology, and society. These arguments were also supported by Espejaa and Lagaróna (2015), who argued that SSI is an important concept, especially in the initial training of primary school teachers, pre-service teachers' conceptualisation of SSI, and appreciation of the value of teaching SSI. For teaching SSI issues, a belief system model might be considered (Kılınç, Kartal, Eroğlu, Demiral, Afacan, Polat, Guler, & Görgülü, 2013).…”

Section: Findings Science Communication Including Communication Between Various Other Longer-established Academic Domainmentioning

confidence: 93%

"Unless You Can Explain": Voices of Graduate Students and Their Professor Regarding theImportance of Science Communication Course

Suprapto¹,

Ku²,

Chang³

2021

tused

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A scientist has to master the concept of science itself and be able to communicate it. Therefore, the role of a scientist and science communicator is like two sides of a coin. It has created science communication which is a new branch of science and undoubtedly different from communication science in social sciences. The term "science communication" refers both to an interdisciplinary field of study and related fields of professional practices (Priest, 2010). Science communication as a multidisciplinary field encompasses communication studies, education, philosophy, sociology, political science, history, ethics, and science. The general understanding of the practice areas has evolved into including public understanding of science, scientific literacy, public outreach, public relations activities,

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“…SSI functions as a learning context through the integration of social problems that students are familiar with. It also has a conceptual connection with salt hydrolysis [ 37 , 38 ], and its resolution requires many perspectives [ 39 ], including the dimension of moral and ethical evaluation of students [ 40 ]. The SSI context is a socio-scientific phenomenon that the students should explain based on their conceptual viewpoints.…”

Section: Introductionmentioning

confidence: 99%

Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model

Laliyo

Sumintono

Panigoro

2022

Heliyon

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Socio-scientific Issues (SSI) in Initial Training of Primary School Teachers: Pre-service Teachers’ Conceptualization of SSI and Appreciation of the Value of Teaching SSI

Cited by 19 publications

References 7 publications

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

"Unless You Can Explain": Voices of Graduate Students and Their Professor Regarding theImportance of Science Communication Course

Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model

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