Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum

The role of socioscientific issues in biology teaching: from the perspective of teachers

“…So similar to previous research (e.g. Lee et al, 2006;Levinson & Turner, 2001;Millar & Osborne, 1998), our findings suggest that current assessment practices seem to impede full-fledged socioscientific teaching activities. Now, previous research indicates that this pattern may be due to science teachers not feeling qualified for monitoring or assessing value-laden discussions (e.g.…”

“…It seems that many teachers have a low awareness of potential socioscientific issues for teaching and that many teachers simply do not include such issues in their teaching (Lazarowitz & Bloch, 2005). Beyond this Lee et al (2006) found that while many teachers believe that students benefit from socioscientific teaching activities, teachers tend to teach socioscientific issues in a "short-lived and rather superficial" fashion, in "which (what participants considered to be) SSI were addressed instructionally" (p. 108). In fact, previous research has uncovered a range of challenges to the uptake of teaching socioscientific issues.…”

“…Second, many teachers express concerns about their capacities to respond to student ideas in the context of socioscientific teaching activities, and are worried that their insufficient knowledge of science subject matter will serve to disadvantage them and their students (Forbes & Davis, 2008;Lee et al, 2006;Sadler et al, 2006). It seems that when teachers do implement socioscientific teaching activities, such activities tend to be teacher-centred, where students' views do not figure prominently, with the risk that students "gain knowledge rather than a deep conceptual understanding of how knowledge fits into a given context" (Day & Bryce, 2011, p. 1697, and may hinder the students' critical engagement with science, which is a key part of scientific literacy (Ryder, 2001).…”

“…Forbes & Davis, 2008;Lee, Abd-El-Khalick, & Choi, 2006). For example, Lazarowitz and Bloch (2005) cast teachers as "the link between the world of science and society since they have an important role in educating their students to function as citizens " (p. 437-438).…”

Analysis of the Educational Aims of Language Teaching in Chile: the ideology behind curriculum adjustments

“…Some studies such as those of Chan (2006); Demeuse & Strauven (2006) ;Doyle &Ponder (1977); Fullan (1982Fullan ( , 2001; Fullan & Pomfret (1977); Giroux (1988) ;Hall, Loucks, Rutherford and Newlove (1975); Kennedy, Patterson and Williamson (1984); Lee, Abd-Ei-Khalick & Choi (2006); Legendre (2004); Reid (2003) ;Snyder, Bolin and Zumwalt (1992); and Turner, Christensen & Meyer (2009) have emphasized the role played by teachers. According to these authors, it is teachers who constitute the crucial factor in implementing curriculum changes, and it is teachers who are the principal intermediaries for the curriculum.…”