Reflecting Socio-Scientific Issues
for Science Education Coming from
the Case of Curriculum
Development on Doping in
Chemistry Education

Stolz, Miriam; Witteck, Torsten; Marks, Ralf; Eilks, Ingo

doi:10.12973/eurasia.2014.945a

Cited by 27 publications

(7 citation statements)

References 30 publications

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“…Thereby, tertiary education should equip students with content knowledge of science and scientific thinking as a part of scientific literacy (e.g., Çalik & Coll, 2012;Çalik, Turan & Coll, 2014;Kara, 2012;Kilinc et al, 2013). For this reason, faculties of education generally suggest Science, Technology, and Society (STS) course and/or its derived versions (i.e., Science, Technology and Social Change course) that engage pre-service teachers with societal issues (e.g., Topçu, Muğaloğlu & Güven, 2014;Ültay & Calik, 2012) or SSI (i.e., Kolstø, 2001;Sadler, 2004;Stolz, Wittteck, Marks & Eilks, 2013;Topcu, 2010). The current paper hereby students' decision-making (i.e., Kapici & Ilhan, 2016;Kaya, 2012;Kılınç et al, 2013;Ottander & Ekborg, 2012;Rundgren, 2011;Topcu, 2010).…”

Section: Introductionmentioning

confidence: 99%

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Çalık¹,

Karataş²

2019

AJTE

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The study aimed at exploring whether a "Science-Technology-Social Change" course improved pre-service social studies teachers' (PST) scientific habits of mind and attitudes towards socio-scientific issues. Within a pre-and post-course experimental design, the study was conducted with 135 second-year PST (68 males and 67 females) from two classes at Department of Social Studies Teacher Education in a large-size university, Turkey. Two different Likert type scales, Scientific Habits of Mind Scale and Attitudes towards Socioscientific Issues Scale, were employed to collect data before and after the course. The data were imported to SPSS 15 TM for descriptive and inferential statistics in order to address research questions. The results indicated that the STSC course had some shortcomings in improving the PST's scientific habits of mind and attitudes towards socio-scientific issues. The current study recommends enriching the STSC course with tasks that integrate socio-scientific issues and scientific habits of mind into social studies.

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Section: Introductionmentioning

confidence: 99%

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Çalık¹,

Karataş²

2019

AJTE

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“…Di sisi lain, buku teks yang digunakan peserta didik pun harus memenuhi kualitas dalam memilih dan mencerminkan konteks sosial yang berpotensi sebagai permasalahan sosio-sanitifik yang tepat untuk pembelajaran sains. Menurut (Stolz et al, 2013), terdapat beberapa kriteria kualitas dalam memilih dan mencerminkan konteks sosial yang berpotensi sebagai permasalahan Socio Scientific Issues untuk pembelajaran sains adalah otentik, relevan, evaluasi, diskusi terbuka dan berkaitan dengan sains dan teknologi.…”

Section: Pendahuluanunclassified

Analisis Isu Sosio-Saintifik Pada Buku Teks Biologi Sma Kelas Xii Materi Bioteknologi

Wardani,

Khairuddin,

Rasyidah

2023

BJPB

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Socioscientific issues are controversial issues about social problems that have relevance to science. This study aims to determine whether socio-scientific issues in biotechnology lessons Class XII Biology Textbooks used at MAN 2 Medan have met the socio-scientific quality criteria for science learning. There are five quality criteria for socio-scientific issues are authentic, relevant, evaluation, open discussion, and related to science and technology. This research is a type of descriptive research that uses a qualitative approach. Data collection techniques in this study are observation methods and providing socio-scientific issue analysis sheets. The results of this study show that there are three socio-scientific issues in biotechnology lessons in biology textbooks. The three socio-scientific issues are about cell transplantation from pigs to humans, the problem of human clones, and the problem of transgenic plants.Â Based on the results of data analysis of the three socio-scientific issues, it shows that the quality of Socio Scientific Issues (SSI) for science learning is obtained at a percentage of 80% or good category, so that these socio-scientific issues are feasible to be applied in biology learning.Â Kata kunci: Analisis, Buku Teks Biologi, Kualitas Isu Sosio-Saintifik

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“…Testing of different models for context-based course design suggests that context as the social circumstances is more effective than other approaches (Gilbert, 2006;Gilbert et al, 2011) and meets all four attributes of success. Some authors consider context-based science education as a Socio-Scientific Issues (SSI)-based science education (Eilks et al, 2013;Hofstein et al, 2010;Stolz et al, 2013).…”

Section: Context-based Teaching and Socio-scientific Issuementioning

confidence: 99%

The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

Slovinsky

Kapanadze

Bolte

2021

EURASIA J Math Sci Tech Ed

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This paper reports about the effect of an innovative, context-based science teaching and learning program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based Science Education (IBSE) in close collaboration with teachers throughout the academic year by developing and implementing socio-scientific, context-based, innovative, three-stage modules. The Motivational Learning Environment (MoLE) model and questionnaire was used to measure the impact of context-based science modules on the motivation of sixth to eleventh graders at secondary schools in Georgia. Students' wish-to reality-differences data were analyzed concerning the seven dimensions of the Motivational Learning Environment model. As a result of a one-year training program we observed statistically significant differences in two dimensions for the treatment classes (compared to the control classes) in pre-and post-test results. The study suggests more education systems should consider context-based, socio-scientific science teaching as a leading approach to enhance students' motivation and interest in science education.

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Reflecting Socio-Scientific Issues for Science Education Coming from the Case of Curriculum Development on Doping in Chemistry Education

Cited by 27 publications

References 30 publications

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Analisis Isu Sosio-Saintifik Pada Buku Teks Biologi Sma Kelas Xii Materi Bioteknologi

The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

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