Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefs

Barrett, Sarah Elizabeth; Nieswandt, Martina

doi:10.1002/tea.20343

Cited by 38 publications

(22 citation statements)

References 34 publications

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“…The instrumental way of operationalising socioscientific issues has been quite well documented in science education research -e.g. by Barrett and Nieswandt (2010) who found that some teachers' "purpose of including ethics is to get students interested long enough to teach them the facts and the theories of science or to get them to like science for its own sake" (p. 391).…”

Section: Discussionmentioning

confidence: 99%

“…in the form of professional development or more systemic interventions), we believe that more knowledge is needed about teachers' beliefs vis-à-vis socioscientific issues in general -a vista explored by e.g. Barrett and Nieswandt (2010). In particular, we need to accumulate knowledge about how teachers from a variety of educational contexts interpret socioscientific issues and operationalise such issues in socioscientific teaching.…”

Section: Challenges To the Uptake Of Socioscientific Issuesmentioning

confidence: 99%

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The role of socioscientific issues in biology teaching: from the perspective of teachers

Tidemand

Nielsen

2016

International Journal of Science Education

115

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Word count (without abstract): 8118 THE ROLE OF SOCIOSCIENTIFIC ISSUES AbstractPrevious research has documented that students who engage with socioscientific issues can acquire some of the complex competences and skills typically related to scientific literacy. But an emerging field of research on science teachers' understanding and use of socioscientific issues, has documented that a range of challenges hinders the uptake of socioscientific issues. In this study we investigated the interpretation and implementation of socioscientific issues among Danish biology teachers -who teach in a curriculum that, on paper, is permeated by socioscientific issues. We conducted five in-depth group interviews (with a total of 11 teachers) and sought to validate and expand on the emergent themes from the teachers' talk-in-interaction by distributing a wider, primarily open-ended questionnaire (100 responding teachers). Our findings suggest that the participating teachers generally harbour a content-centred interpretation of socioscientific issues which manifests itself in at least three separate ways. First, the teachers generally use socioscientific issues as a means to an end of teaching factual biological content. Second, the teachers had a clear emphasis on mastery of factual content in their assessment practices. Third, the teachers tended to reduce socioscientific issues (e.g. should we allow GMOs) to specific biological contents (DNA) in a way that does not seem to allow students to engage with the real socioscientific issue. Our findings are particularly significant for science educators, policy-makers and curriculum designers, as we argue that key aspects of this content-centred interpretation may be a coping strategy used in order to navigate a divided curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Challenges To the Uptake Of Socioscientific Issuesmentioning

confidence: 99%

The role of socioscientific issues in biology teaching: from the perspective of teachers

Tidemand

Nielsen

2016

International Journal of Science Education

115

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“…However, during participation in the OM program, they gradually developed their practices to incorporate social dimensions. To support this finding, Barrett and Nieswandt (2010) found that successful SSIs-based teaching depends on the teachers' awareness of social considerations associated with the issue, such as potential political, economic, and ethical challenges. In addition, they use media from the internet to link their lesson with social dimensions.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

Pitiporntapin¹,

Yutakom²,

Sadler³

et al. 2018

ASS

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Science education reformists in Thailand promote the use of socioscientific issues (SSIs)-based teaching to enrich scientific literacy for global citizenship. To achieve this goal, Thai pre-service science teachers (PSTs) must know how to effectively integrate SSIs into their science teaching practices. The purpose of this study was to enhance PSTs' understanding and practices of SSIs-based teaching via the online mentoring (OM) program. Three PSTs were selected as case studies, and data were collected from online observations, semi-structured interviews, online discussions, and online document reviews. The analytical methods included within-case and cross-case analysis. This study found that the OM program was effective in enhancing PSTs' understanding and practices of SSIs-based teaching. As a result, their teaching practices evolved from conveying content knowledge to promoting higher-order cognitive practices. In addition, the PSTs demonstrated a deeper appreciation for OM programs as a means to enhance teaching practices. This research demonstrates how the implementation of OM programs has the potential to be powerful tool for professional development of science educators, which is essential for transforming science educational practices.

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“…Therefore, they are not committed to including SSI in their classroom. For existing studies, many factors may influence science teachers' practices, such as time limitation, unavailability of proper teaching materials, and/or lack of necessary knowledge for addressing SSI (Barrett and Nieswandt 2010;Bryce and Gray 2004). Moreover, it is likely that a lack of knowledge of ethics and its approaches among science teachers also hindered their SSI teaching (e.g., Kara 2012;Ludmark 2002;Slingsby 2008).…”

Section: Ssi-based Instructionmentioning

confidence: 99%

An investigation of mainland china high school biology teachers’ attitudes toward and ethical reasoning of three controversial bioethics issues

Chen

2017

Asia Pac. Sci. Educ.

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This study investigated 59 Mainland China high school biology teachers' attitudes toward and ethical reasoning of three socioscientific issues (SSI), including genetic modification, gene therapy, and assisted reproductive technology using a survey with open-ended questions. The results indicated that the teachers' attitudes toward the three bioethical issues are influenced by the SSI contexts. Male teachers appeared more supportive than female teachers regarding the use of these biotechnologies. Analysis of the teachers' ethical reasoning of the bioethical issues demonstrated that while most of the teachers could view these issues over the long term, they also encountered difficulties in considering these problems from a more national or global perspective or by taking multiple ethical frameworks into account. The implications of this study for promoting biology teachers' development of ethical reasoning skills and practices in SSI-based instruction are discussed.

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Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefs

Cited by 38 publications

References 34 publications

The role of socioscientific issues in biology teaching: from the perspective of teachers

The role of socioscientific issues in biology teaching: from the perspective of teachers

Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

An investigation of mainland china high school biology teachers’ attitudes toward and ethical reasoning of three controversial bioethics issues

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