Teachers’ Beliefs, Classroom Practices and Professional Development Towards Socio-scientific Issues

Albe, Virginie; Barrué, Catherine; Bencze, Larry; Byhring, Anne Kristine; Carter, Lyn; Grace, Marcus; Knain, Erik; Kolstø, Dankert; Reis, Pedro; Sperling, Erin

doi:10.1007/978-94-007-7281-6_4

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…However, as shown in Episode 13 for example, it is clear that the teachers' attitude, with support of the knowledge of SSIs, can provide strong confidence and capability for teachers to address SSI-based instruction. In this way, they can provide appropriate classroom environments for the intended purposes (Albe et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Science teachers play an important role in SSI implementation with respect to their management skills in student discussion, their knowledge of nature of science (NoS) and its relation to non-scientific elements (socio-political or values aspects) of science knowledge, their conceptions about science teaching, and evaluation approaches, particularly for evaluating SSI discussions (Albe et al, 2014). Understanding how Indonesian biology teachers perceive themselves to be aware of and ready for practicing SSI-based teaching in school science, must first be considered as a means of working on promoting SSIbased learning.…”

Section: Research Framework and Objectivesmentioning

confidence: 99%

“…In regard to this, van den Akker (1988) demonstrated that teachers' understanding and awareness of the meaning of SSI-based instruction as an innovation in their daily roles in science teaching practice strongly influenced how they were be able to implement it and accordingly determine the degree of its effectiveness. Supporting this view, Albe et al (2014) also emphasized that because science teachers play an important role in any science instruction innovation, an investigation of teachers' perceptions and awareness of innovation need to be investigated.…”

Section: Introductionmentioning

confidence: 99%

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

Subiantoro

Treagust

Tang

2021

Asia-Pac. Sci. Educ.

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Research Framework and Objectivesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Subiantoro

Treagust

Tang

2021

Asia-Pac. Sci. Educ.

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“…The relevance of these papers to the objective of the present review are the relations that these establish with pedagogical strategies in STEM education. One of the most frequently mentioned is Inquiry-Based Learning scenarios (IBL) [22], [40]. As an adaptation of this strategy, Sadler et al proposed the Socioscientific Issues Teaching and Learning model (SSI-TL) [41].…”

Section: Dimension "Teaching and Learning Methodologies Of Formal Stem Education"mentioning

confidence: 99%

“…Regarding knowledge of science, some authors associate SSI with specific curricular content, e.g life sciences [21], energy systems [22], or global climate change [23]. Other authors associate SSI to scientific knowledge that is either unclear, in process of development, or unstable.…”

Section: B Dimension "Contents Of Formal Stem Education"mentioning

confidence: 99%

Conceptualization of Socioscientific Issues in Educational Practice from a Review of Research in Science Education

Alcaraz-Domínguez¹,

Barajas²

2021

IJIET

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The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualization sets up foundations for the design and evaluation of innovative SSI educational practices. It shall also help to promote new lines of research that establish connections among practical applications of SSI in different subjects, cultural contexts, and educational systems.

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

Krell

Garrecht

Minkley

2023

Int J of Sci and Math Educ

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The present study analyzed the structural and the content complexity of 76 preservice science teachers’ socioscientific argumentation in the context of a mandatory COVID-19 vaccination. Data were analyzed within the methodological frame of qualitative content analysis. Concerning the structural complexity, the participants’ socioscientific argumentation reached a relatively high level (i.e., justifications with elaborated grounds). Concerning the complexity of content, the sample referred to science-, ethics-, society-, and politics-related arguments (i.e., almost the full range of content areas); however, on an individual level, participants referred to merely an average of two content areas. Regarding the relationship between structural and content complexity, a significant positive correlation was found. In sum, the results of this study suggest that preservice science teachers’ socioscientific argumentation is on a promisingly high level in terms of structural and on a medium level regarding content complexity. The findings are discussed and implications for science teacher education and assessment in science education are proposed.

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Teachers’ Beliefs, Classroom Practices and Professional Development Towards Socio-scientific Issues

Cited by 7 publications

References 18 publications

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

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

Conceptualization of Socioscientific Issues in Educational Practice from a Review of Research in Science Education

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

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