Beliefs in the Nature of Science and Responses to Socioscientific Issues

Simmons, Michael L.; Zeidler, Dana L.

doi:10.1007/1-4020-4996-x_5

Cited by 18 publications

(5 citation statements)

References 22 publications

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“…The use of relevant, authentic issues also provides a stimulus for dialogue, with a concomitant development and use of the language of science (Lemke, 2001;Roth, 2005) and may foster curiosity and inquiry as a learning approach and as a learning outcome. In addition, critical thinking and moral reasoning may be enhanced (Simmons & Zeidler, 2003).…”

Section: Using Socio-scientific Issues To Enhance Science Educationmentioning

confidence: 99%

“…It should also be explained that current scientific knowledge is the best we have but may be subject to change in the future, given new evidence or new interpretations of old evidence. (p. 19) Such 'science-in-the-making' (Latour, 1987) tends to be emphasised within controversial SSI (Simmons & Zeidler, 2003), and has potential to significantly influence our collective futures. Osborne and Collins (2000) report that it is the futures focus of contemporary socio-scientific topics that many pupils find most alluring, and Lloyd and Wallace (2004) suggest that since students' futures images often contain aspects that intersect with the world of conceptual science, these images constitute prior knowledge that can influence motivation and conceptual development in science classrooms.…”

Section: Using Socio-scientific Issues To Enhance Science Educationmentioning

confidence: 99%

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Developing Students’ Futures Thinking in Science Education

et al. 2011

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Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students' values discourse, fostering students' analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers' planning and students' futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4-12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed.

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Section: Using Socio-scientific Issues To Enhance Science Educationmentioning

confidence: 99%

Section: Using Socio-scientific Issues To Enhance Science Educationmentioning

confidence: 99%

Developing Students’ Futures Thinking in Science Education

et al. 2011

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“…Elementary students might also benefit from explicit instruction about the empirical nature of science prior to being engaged in case‐based environmental argumentation. Such instruction is likely to improve students' potential difficulties in distinguishing between opinion and data (Simmons & Zeidler, 2003; Zeidler et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

Environmental argumentation as sociocultural activity

2012

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While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how students implicitly create identities and relationships through environmental warrants and claims). By integrating rhetorical and sociocultural analysis of oral discourse, we examine argumentation about environmental dilemmas (problematic scenarios involving animals and the environment). Although students set forth a variety of warrants (social, economic, contextual, biocentric, and expertise‐based), the dilemmas led to distinct forms of argumentation. One dilemma involving a pet iguana fostered non‐adversarial argumentation wherein students identified themselves as animal lovers and cooperative discussants. By contrast, the other two dilemmas (the hypothetical encounter with a fawn in the woods and the observation of classroom lights being unnecessarily left on) led to the unexpected emergence of sexual identities, combative disagreement, and conflict resolution on social rather than rational grounds. The main implication of this study is that it highlights the need for educators to pay closer attention to specific textual elements in the design of environmental dilemmas (types of prompts used, decision‐makers' identities, statements of intentionality and outcome, moral complexity, values of nature, and social representation or cultural images of animals) in order to foster an appropriate and productive sociocultural classroom context for rational and reasoned environmental argumentation to take place without the constraints of unexpected social complications. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 869–897, 2012

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“…It contains a controversial local SSI issue and provides a rich context for exploring science in the classroom [8]. It also related to science, involved morals, and ethics [9][10]. SSI contextual learning provides opportunities for students to be actively involved in decision making, argue, and explore the relationship of social-science issues with other fields of science [11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Inquiry Learning Using Local Socio-Scientific Issues as Context to Improve Students’ Chemical Literacy

Sari¹,

Wiyarsi²

2021

Advances in Social Science, Education and Humanities Research

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This study aimed to investigate applying inquiry learning using local Socio-scientific Issues (SSI) as a context on the students' chemical literacy; in this study, using a Quasi-experimental with a pretest-posttest design. There are two classes in this study, the experimental class, and the control class. The experimental class implemented with inquiry learning using local SSI context, while the control class implemented with a scientific approach. The sample consisted of 66 students in grade XI, which was determined by random sampling. Data were obtained through the Reaction Rate Chemical Literacy Test (RRCLT), which consisted of topics about coral reefs, volcanic eruptions, tropical forests, biofuel energy sources, and medical use of alcohol. Data analysis used a Paired sample t-test, Independent sample t-test. The result showed a difference in students' chemical literacy ability before and after the inquiry learning using local SSI context implementation. There was a difference in students' chemical literacy ability between the experimental and control class. The enhancement of students' chemical literacy on each experimental class topic was higher than the control class. This study suggests that inquiry learning in the local context of SSI should be applied in schools to improve students' chemical literacy skills.

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Beliefs in the Nature of Science and Responses to Socioscientific Issues

Cited by 18 publications

References 22 publications

Developing Students’ Futures Thinking in Science Education

Developing Students’ Futures Thinking in Science Education

Environmental argumentation as sociocultural activity

Inquiry Learning Using Local Socio-Scientific Issues as Context to Improve Students’ Chemical Literacy

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