College students’ attitudes towards sexually themed science content: a socioscientific issues approach to resolution

Abstract

A socioscientific issues integrated instruction was used in the study to resolve college students attitude towards sexually-themed science content. Some 200 college students participated in the study as experimental and control groups. The former consisting of 98 students from one college was taught the content using the socioscientific issues integrated instruction. The later with 102 students from another college was taught the same content using a traditionally teacher dominated lectures. Both groups were taught over a period of eight weeks. Qualitative and quantitative data were obtained before and after the intervention. The quantitative data were analysed using analysis of covariance. The results revealed that there was a significant difference between the experimental and the control groups (F (1, 247) = 426.97, p = .00, partial eta squared = 0.64) where the experimental group showed a significant change in attitude towards the content studied. The qualitative data obtained some experimental group students showed a change in attitude the second interview. It was concluded that the use of the approach has significantly made the college students feel comfortable and confident to learn and teach the content. ARTICLE HISTORY

Socioscientific Issues within Science Education and their Role in Promoting the Desired Citizenry

“…Whereas a problem is expected to be identified with the determination of a solution, an issue tends to be broader and the matter tends to be resolved, based on meaningful or accepted criteria, which may or may not be constant and accepted by all which may require discussion, debate, or argumentation . Thus, SSI is expected to relate explicitly to an issue (Yahaya et al, 2016) rather than just one problem, although in some cases, reference is made to "open-ended problems" (Khishfe, 2017;Sadler, 2011a). This contrasts with problem-based learning (PBL) and inquiry-based science education in which the focus is on attaining a conclusion that sees the evidence seeking a specific solution.…”

“…In Table 1, the controversial aspect of SSI, mentioned by Yahaya et al (2016), leads to SSI having no definite answers, even in a specific situation. The controversial aspect can relate to there being different viewpoints, or opinions associated with a single issue, or multiple perspectives of an issue.…”

Improving the Quality of Learning Environment Through Process Oriented Guided Inquiry Learning (Pogil) Enriched by Socioscientific Issues (Ssi) on Chemistry Solution

“…They are also defined as socially explicable social problems (Eastwood et al, 2012;Reis & Galvao, 2009;Sadler, 2004;Sadler et al, 2007;Sadler & Zeilder, 2004). The sociocultural problem is different from other science problems because it involves many aspects and has many solutions (Yahaya, 2016). The other features of this sociocontific problem are 1) open-ended, because they do not have direct answers right and wrong; 2) poorly structured, because it is controversial in society and has an explanation of various aspects; and 3) is debatable (Sadler & Zeidler, 2005).…”

Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters: Does It Affect Students’ Concept Mastery?

“…The integration of natural science learning is also done with health sciences (Arnold, 2018). Besides that, Yahaya et al (2016) also conduct science learning with sexually themed science content. Turkka et al (2017) integrating natural science learning with art, while, Guzey & Ring-whalen (2018) integrate engineering values into science learning.…”