Integration of a sustainability-oriented socio-scientific issue into the general chemistry curriculum: Examining the effects on student motivation and self-efficacy

Gulacar, Ozcan; Zowada, Christian; S, Burke; Nabavizadeh, Aryana; Bernardo, Ashley; Eilks, Ingo

doi:10.1016/j.scp.2020.100232

Cited by 15 publications

(16 citation statements)

References 29 publications

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“…This may stem from dogmatic feature of religion. Likewise, the fact that only three papers (Pratiwi et al, 2016;Stuckey & Eilks 2014;Gulacar et al, 2020) focused on the political dimension may come from a belief 'political issues cannot be easily changed, or politicians are not easily accessible. ' Theme 'Conclusions' .…”

Section: Thematic Codes For the Research Papersmentioning

confidence: 99%

A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues

Çalık

Wiyarsi

2021

JBSE

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Although chemistry-focused socio-scientific issues support the ‘relevance’ model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their ‘relevance’ components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme ‘aims’; pollution, energy, industry and fabrication-based problems for the theme ‘SSI’; organic compounds for the theme ‘chemistry concepts’). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry. Keywords: chemistry education, relevance model, socio-scientific issues, systematic review

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Section: Thematic Codes For the Research Papersmentioning

confidence: 99%

A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues

Çalık

Wiyarsi

2021

JBSE

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“…Therefore, given the importance of understanding the procedure, students likely resonated more strongly with GTAs, thinking that GTAs are more influential in their success in laboratory as they were responsible for grading their lab reports. Furthermore, it can be argued that students are more concerned with short-term goals, such as finishing the experiment and getting a good grade on that day, rather than long-term gains, such as developing a strong understanding of concepts [28]. Unlike questions regarding laboratory concepts, questions regarding the procedure are time sensitive and must be addressed in a timely fashion.…”

Section: Discussionmentioning

confidence: 99%

“…Among successful interventions, introducing topics in context and relating the topics to students' majors, lives, or societies have been widely used and proven to be effective in this regard [29][30][31][32]. In such classrooms, it was determined that students become more interested in the topics taught and motivated to do more to be successful [28]. This approach should encourage students not only pay attention to the procedure of the experiments, but also care about the concepts behind the techniques used, be stimulated to connect theory and practice, and see the big picture.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories

et al. 2021

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A new teaching assistant model was adopted and qualitatively assessed for the general chemistry laboratory, in which both an undergraduate and a graduate teaching assistant provided instruction to students during the lab. Verbal interactions between graduate and undergraduate teaching assistants were recorded, transcribed, and coded using the modified Laboratory Observation Protocol for Undergraduate STEM (LOPUS). The codes were applied to capture how discussions, questioning, and explanations were conducted. In addition, the content discussed was coded to identify specific areas that pose challenges for students. Sizable differences were not observed between the number of interactions of the initiation, explanation, and questioning codes between graduate and undergraduate teaching assistants. Of the interactions, 77% focused on questions and discussions regarding the experimental setup. Discussions on the implications with regards to the effective use of undergraduate and graduate teaching assistants in chemistry laboratories are included.

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“…Regarding the attractiveness of student worksheets, there were 68.8% of teachers stated that the student worksheets did not have an attractive appearance, the worksheets were still simple, the worksheets were only filled with writing and lacked color. Whereas interesting worksheets will make students more enthusiastic and confident in participating learning process [28]. A good worksheet should also be able to develop students' cognitive understanding, such as containing exercises to encourage students' knowledge of the concepts and to facilitate students' discussion, make argument and evaluate peer opinions regarding the topic [29].…”

Section: Figure 1 Workheets On Acid-basementioning

confidence: 99%

Teaching Tools Based on Socio-Scientific Issues on Acid-Base Topic for Chemistry Learning at High School: A Needs Analysis

Fikria¹,

Prodjosantoso²

2021

Advances in Social Science, Education and Humanities Research

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The purpose of this study was to analyze the need for teaching tools based on socio scientific issue (SSI) on acid-base topics. The researcher explored the learning process and the characteristic of teaching tools which usually used by teachers in public and private high schools in Yogyakarta, Indonesia. A qualitative descriptive study was used in this study. The participants of this study were 16 (9 females and 7 males) chemistry teachers selected by purposive sampling technique. Data were collected using a questionnaire containing several aspects, such as teaching tools, characteristics of teaching tools, and teacher's knowledge about the SSI. The questionnaire had been developed and validated before its use in this study. The data were analyzed descriptively. Based on the study of needs analysis showed that the teaching tools used by the teachers on acid-base topic were still less relevant to student life, did not train students' critical thinking skills, did not contain socio-scientific issues, and did not teach students to solve problems yet seen from various aspects. Hence, for the future, it is required to have SSI-based teaching tools on acid-base topics that can make learning more relevant, and train students' critical thinking skills.

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Integration of a sustainability-oriented socio-scientific issue into the general chemistry curriculum: Examining the effects on student motivation and self-efficacy

Cited by 15 publications

References 29 publications

A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues

A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues

A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories

Teaching Tools Based on Socio-Scientific Issues on Acid-Base Topic for Chemistry Learning at High School: A Needs Analysis

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