“People Can Go Against the Government”: Risk-Based Decision Making and High School Students’ Concepts of Society

Radakovic, Nenad

doi:10.1080/14926156.2015.1062938

Cited by 7 publications

(3 citation statements)

References 12 publications

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“…Research has shown that SSIs can be used as contexts for learning scientific content (Applebaum et al 2006;Walker 2003;Zohar and Nemet 2002) and for understanding the nature of science (learning 'about science', see part 1) and for citizenship education (Herman et al 2018;Radakovic 2015;Sadler et al 2007). In this respect, the authors highlight the following important aspects when dealing with SSIs: (1) recognising the inherent complexity of SSIs, (2) examining issues from multiple perspectives, (3) appreciating that SSIs are subject to ongoing inquiry, (4) exhibiting scepticism when presented with potentially biased information.…”

Section: Socio-scientific Issues (Ssis)mentioning

confidence: 99%

Promoting active citizenship in mathematics teaching

Maaß

Doorman

Jonker

et al. 2019

ZDM Mathematics Education

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Mathematical and scientific knowledge are integral to preparing our population to be actively engaged and responsible citizens. Science and mathematics education, however, has mainly focused on concepts and skills detached from societal implications. In this paper we present an interdisciplinary international design research study in which we developed teaching and professional development materials connecting mathematics and science education to citizenship education. We outline the design research process, its theoretical basis as well as the design products. The study shows that it is indeed possible to develop such approaches supporting active citizenship and thereby the development of 21st century skills in mathematics education, thus strengthening the role of mathematics education in the STEM field.

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Section: Socio-scientific Issues (Ssis)mentioning

confidence: 99%

Promoting active citizenship in mathematics teaching

Maaß

Doorman

Jonker

et al. 2019

ZDM Mathematics Education

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“…A typical example of an SSI is the question whether a shutdown to overcome COVID-19 is/was reasonable or not. Research has shown that SSIs can be used as contexts for learning scientific content (Applebaum et al, 2006 ; Walker, 2003 ; Zohar & Nemet, 2002 ), for understanding the nature of science (learning “about science”; see Osborne and Dillon, 2008 ), and for citizenship education (Herman et al, 2018 ; Radakovic, 2015 ; Sadler et al, 2007 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Promoting Active Citizenship in Mathematics and Science Teaching

Maaß

Sorge

Quesada

et al. 2021

Int J of Sci and Math Educ

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The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers’ pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers’ self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course.

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“…Research in mathematics education stresses the importance of mathematics content knowledge in solving authentic tasks such as those provided by SSI (Radakovic 2015). In this line, Sadler and Dawson (2012) have reviewed and synthesised evidence amassed through investigations of the effects of SSI contexts on different learning outcomes: interest in learning, content knowledge, understanding of the nature of science and argumentation and critical thinking.…”

Section: Socio-scientific Issues As Educational Contexts For Critical Thinkingmentioning

confidence: 99%