Conceptualization of an SSI-PCK Framework for Teaching Socioscientific Issues

Lee, Hyunju

doi:10.14697/jkase.2016.36.4.0539

Cited by 8 publications

(4 citation statements)

References 63 publications

(31 reference statements)

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“…Convergence aspects are the most important parts of both SSI and STEAM offering an inter-disciplinary approach to climate change, and that is why we used the framework proposed by Kim et al (2012). SSI education based on the STEAM educational approach will help students improve their interdisciplinary and convergent thinking skills about climate change, encourage creativity, and foster climate literacy (Lee, 2016;Madden et al, 2013).…”

Section: 2mentioning

confidence: 99%

The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy

Choi

Won

Chu

et al. 2021

Asia-Pac. Sci. Educ.

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This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.

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Section: 2mentioning

confidence: 99%

The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy

Choi

Won

Chu

et al. 2021

Asia-Pac. Sci. Educ.

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“…Here, PCK has an important place in the teaching of SSIs in the curriculum. For this, Lee (2016) ated a map showing the SSI-PCK components and the relationships between them (Figure 1).…”

Section: Introductionmentioning

confidence: 99%

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Tekin¹,

Aslan²,

Keleş³

2023

Sci Insights Educ Front

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Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants’ views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators.

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“…Han-Tosunoglu and Lederman (2021) indicate that to effectively teach about SSI, teachers need to be qualified with the dimensions of PCK for SSI. For instance, Lee (2016) conceptualizes an SSI-PCK framework to foster science teachers' confidence and knowledge on teaching about SSI. The framework includes six central components.…”

Section: Pedagogical Content Knowledge For Teaching About Ssimentioning

confidence: 99%

“…The framework includes six central components. According to Lee (2016), SSI-PCK includes orientation for teaching SSIs, which shapes the knowledge of instructional strategies for teaching SSIs, knowledge of assessment of SSIs, knowledge of curriculum, knowledge of learning context, and the knowledge of students' SSI learning. The full text of Lee's article was not obtainable in an English version.…”

Section: Pedagogical Content Knowledge For Teaching About Ssimentioning

confidence: 99%

Science Teachers’ Pedagogical Content Knowledge of Plastic Waste. (c2022)

Dakroub¹

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The purpose of this research study was to explore the pedagogical content knowledge (PCK) of science teachers in Lebanon regarding teaching about plastic waste and plastic waste as a socio-scientific issue (SSI). SSIs are open-ended and controversial issues connected to science content. Efficacious SSI teaching is indispensable for developing scientific literacy (SL). Plastic waste, with its links to science, politics, ethics and economics, can be classified as an SSI. For the purpose of the current study’s investigation, the five PCK components from the PCK-BSSI model of Han-Tosunoglu and Lederman (2021) were considered. This research employed a case study design. Participants were ten science teachers. Data sources included interviews, classroom observations, and teachers’ lesson plans. Data were analyzed through qualitative thematic analysis. Results were compared and triangulated to increase credibility and trustworthiness of the study findings. Findings showed that science teachers’ PCK of plastic waste was characterized by low-order practices, inadequate scientific knowledge, ineffective teaching strategies, and traditional forms of assessment. The results also showed that science teachers’ PCK reflected minimal aspects of SSI. The science teachers sought to integrate disciplines, make connections to real-world problems, engage students in questioning, and involve them in discussions. Nevertheless, higher-order thinking, scientific argumentation, inquiry-based learning, and understanding the nature of science were rarely part of their lessons. In addition, the science teachers did not incorporate the political, social, ethical, and economic aspects of plastic waste into their science instruction. Although this study is limited to science teachers in Lebanon, the findings raised new questions for future research. Recommendations are provided to science educators, policy-makers, and curriculum designers.

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Conceptualization of an SSI-PCK Framework for Teaching Socioscientific Issues

Cited by 8 publications

References 63 publications

The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy

The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Science Teachers’ Pedagogical Content Knowledge of Plastic Waste. (c2022)

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