A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship

Abstract

This paper presents a case study looking at the use of daily life contexts and socio-scientific issues by pre-service science teachers (PSTs) in Indonesia during their final year teaching internship. The study is based on a questionnaire distributed to 42 PSTs at a State University in East-Java after they took part in a teaching internship program. The questionnaire focuses on the contexts the PSTs used in their teaching and how the contexts were used. Additionally, eight of the PSTs who taught a unit on environmental pollution were interviewed to more deeply explore how deeply they referred to real-world contexts in their teaching practice and whether or not they presented the topics as socio-scientific issues (SSIs). Most of the PSTs stated that they had used daily life contexts quite often when teaching. The most frequent contexts the PSTs used were daily life objects and questions related to society and the environment. The contexts were mostly introduced at the beginning of the lesson, before the science content was taught. They suggested that the function of contexts was generally for motivational purposes and for student engagement with science concepts. The contexts were rarely used to provoke societal discussions, even though the PSTs acknowledged that many contexts can be used in the sense of socio-scientific issues and were considered to potentially provoke discussions beyond science.

Teachers' implementation of socio-scientific issues-based approach in teaching science: A needs assessment

“…The same result was concluded in the study of Sibic and Topcu (2020) where more than 50% of the participants were aware of the SSIs before they conducted their investigation. In contrast, some studies revealed that the number of teachers who had never read or heard about SSI-based teaching exceeded those who had previous knowledge about it (Öztürk & Erabdan, 2019;Eilks et al, 2020). Meanwhile, Sadler, Amirshokoohi, Kazempour and Allspaw (2006) mentioned that for effective SSI teaching to happen in classrooms, it is necessary that science teachers are not just aware of it but also know what SSI is and how it contributes to the aims of science education.…”

“…The instrument, "Questionnaire on Teachers' Awareness, Need, Readiness and Willingness on the Implementation of SSI-based Approach" was a researcher-made questionnaire. It was an online questionnaire in a Google form format designed to obtain information about (a) the demographic profile of the teachers and (b) teachers' awareness, perceived need, readiness and willingness tailored from the study of Eilks et al (2020). The questionnaire was subjected to face and content validation before it was disseminated online.…”

“…However, they also identified numerous constraints for successful science learning using this approach, similar to Lee et al (2006). Eilks, Nida and Pratiwi (2020) piloted a survey study investigating Indonesian teachers' experience and insight toward SSIbased science education. Results reflected the varying degree of awareness among the participating teachers.…”

Palm-Oil-Based Biodiesel in Indonesia: A Case Study on a Socioscientific Issue That Engages Students to Learn Chemistry and Its Impact on Society

“…According to the analysis of the implementation of SSI-based science education around the world by Genisa et al, it is concluded that the implementation of SSI-based science education is mostly conducted in developed countries, including the United States, Germany, Sweden, or Japan, and it is only infrequently implemented in Indonesia. , Some of the reasons for the lack of SSI-based science education in Indonesia are limited teacher knowledge about SSI-based science education and very little experience in its application. , Science teachers in Indonesia tend not to focus on the controversial nature of SSIs when they teach. Teachers, nevertheless, acknowledge that SSIs might have great potential for engaging students in science class . These studies suggest a need to incorporate SSI-based science education more thoroughly in general, and in science teacher education programs in Indonesia in particular.…”

“…Teachers, nevertheless, acknowledge that SSIs might have great potential for engaging students in science class. 29 These studies suggest a need to incorporate SSI-based science education more thoroughly in general, and in science teacher education programs in Indonesia in particular.…”