A case study of community-based socioscientific issue program: focusing on the abandoned animal issue

Kim, Gahyoung; Lee, Hyunju

doi:10.1080/00219266.2019.1699150

Cited by 14 publications

(7 citation statements)

References 23 publications

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“…In sum, we would like to suggest practical implications for teaching SSI s. In SSI teaching, it is essential that teachers provide students opportunities to see the complexity of SSI s. SSI maps can be a good instructional tools because they visualize the nature of SSI s in a complex network among various stakeholders. Student-led research experience can also promote more holistic engagement of students in SSI s (Birmingham & Calabrese Barton, 2014;Kim & Lee, 2019). Through the research, they themselves discover some issues to explore, collaboratively find ways to conduct the research, and make a commitment to share with others to make a better society.…”

Section: Discussionmentioning

confidence: 99%

“…Since SSI s are issues that students can be personally connected to, they find personal meanings to engage in. If SSI s are situated in familiar contexts like their communities, where students are likely to feel a sense of attachment (Kim, Ko, & Lee, 2020;Kim & Lee, 2019;Semken & Freeman, 2008;Semken, Freeman, & Watts, 2009), and the sense of place plays a role as a driving force for their further engagement. Birmingham and Calabrese Barton (2014) used a term "insideness" to describe it.…”

Section: Research-based Inquiry On Socioscientific Issuesmentioning

confidence: 99%

“…Thus, in the study, we designed a research-based SSI program to promote students' understanding of issues and their willingness to take action for resolving SSI s. We set the issue of overuse of artificial food additives as an SSI context. Since the issue of artificial food additives was closely related to their personal lives, we believed that the issue could motivate students to be more immersed in learning and finding ways to take action (Kim & Lee, 2019; ASIA-PACIFIC SCIENCE EDUCATION 7 (2021) 477-499 Niemiec & Ryan, 2009). In the program, a group of the students collaboratively conducted their own research, from identifying research topics to proposing action plans within the context.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act

Choi¹,

Lee

2021

Asia-Pac. Sci. Educ.

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This study aimed to examine the effects of a research-based SSI program on fostering students’ understanding of issues and their willingness to act. Twenty-five middle school students voluntarily participated in the program on the issue of artificial food additives over 6 months. The data were collected by means of interviews with the students, field notes, and students’ artifacts such as SSI maps and journals. Results indicated that students’ research experiences helped them widen their understanding of the issues and feel more connectedness to the issue and motivated to explore the hidden nature of the issue as they conducted their research. They found various stakeholders in the food industry and business network and discovered how individual stakeholders would be affected within the network. They also became aware of the inequality and injustice that arose in the network. In addition, their experience of executing research increased their confidence and willingness to act for resolving contentious issues.

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Section: Discussionmentioning

confidence: 99%

Section: Research-based Inquiry On Socioscientific Issuesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act

Choi¹,

Lee

2021

Asia-Pac. Sci. Educ.

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“…In the field of science education, SSIs have been addressed as an interdisciplinary approach for educating students to be responsible and scientifically literate citizens. Many empirical studies have proven the efficacy of SSIs in enhancing students’ understanding of the nature of science, technology, and engineering (Lee & Lee, 2021 ) and in promoting their feelings of responsibility and willingness to act on the issues as proactive agents (Choi & Lee, 2021 ; Kim & Lee, 2021 ; Lee & Lee, 2021 ; Lee et al, 2013 ). Some exemplary programs implemented by the European Union or Canada, such as PARRISE (Promoting Attainment of Responsible Research and Innovation in Science Education) (Amos & Levinson, 2019 ; Ariza et al, 2021 ; Levinson, 2018 ), RISKEDU (Schenk et al, 2019 ; Wojcik et al, 2019 ), and STEPWISE (Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments) (Bencze, 2017 ), aim to promote students’ social responsibility as citizens and their activism in the context of SSIs.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Promoting engineering students’ social responsibility and willingness to act on socioscientific issues

Hwang

Shim

et al. 2023

IJ STEM Ed

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Background Despite increasing awareness of the importance of promoting the social responsibility of science, technology, engineering, and mathematics (STEM) professionals, few intervention programs have been developed to enhance the social responsibility of college students or adults in the STEM fields. In this paper, we introduced a new instructional program, called ENACT (engage, navigate, anticipate, conduct, and take action) and examined whether the program increased the social responsibility among safety engineering students (N = 46) recruited from a university located in a southern metropolitan area of South Korea. Results In the ENACT program, the college students selected and explored socioscientific issues (SSIs) of their own interest then autonomously engaged in scientific and engineering group projects spanning a semester where they developed solutions to the SSIs and shared them with their communities. At the conclusion of the intervention in this study, they displayed an increased social responsibility regarding the consideration of societal needs and demands, civic engagement and services, and participation in policy decision-making. Social responsibility scores measured after the intervention (post-test) correlated with students' willingness to voluntarily participate in projects involving SSIs. In addition, the intervention effects were more pronounced for the students who initially had medium and low social responsibility scores. Conclusions We have shown that social responsibility can be nurtured by systemic instructional approaches, and increased social responsibility can lead to greater commitment to resolving SSIs. Mastering engineering content knowledge and skills is the key element of engineering curricula. However, we are compelled to incorporate social responsibility into the STEM curriculum. We believe that the ENACT model contributes toward this end.

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“…School visits or programs specifically target (re)education of adolescents. For example, Kim and Lee [21] describe a socio-scientific program for middle school students, implemented both at school and in the community, aimed at making students responsible and proactive citizens. Kim and Lee's work [21] is heavily based on community engagement (e.g.…”

Section: Introductionmentioning

confidence: 99%

Tell a Tail: Leveraging XR for a Transmedia on Animal Welfare

Bala

Dionísio

Oliveira

et al. 2020

Lecture Notes in Computer Science

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Playful interactions and storytelling become a powerful conduit for educational-entertainment experiences aimed at informing and critiquing social issues. In this paper, we describe the design of a transmedia experience, which uses its separate channels to deconstruct a complex social issue, while maintaining a coordinated and consistent story experience. Tell a Tail explores the welfare issues of companion animals through (1) a branching comic book extended with Augmented Reality scenes, and (2) an immersive 360 o documentary about the rescue of abandoned companion animals. Our contribution is the rationale and design of an initial working prototype of the transmedia experience. Initial pilot evaluations revealed that the prototypes were well received, with participants praising the content and the medium used to deliver it. Through reflection on findings of the pilot studies and design decisions of the prototypes, we delineate how the affordances of different XR technologies can be used to inform and raise awareness of a social issue.

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A case study of community-based socioscientific issue program: focusing on the abandoned animal issue

Cited by 14 publications

References 23 publications

Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act

Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act

Promoting engineering students’ social responsibility and willingness to act on socioscientific issues

Tell a Tail: Leveraging XR for a Transmedia on Animal Welfare

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