Socio-Scientific Issues as a Context for STEM Education: A Case Study Research with Pre-Service Science Teachers

Abstract

This study was designed as a case study. Participants were 12 senior pre-service science teachers (PSTs), who took theoretical and practical courses about STEM education and socio-scientific issues (SSIs) during their education at a state university. For the study, in the first 4 weeks, theoretical courses on SSIs and STEM education were carried out. Afterwards, PSTs were asked to choose a SSI and configure this issue as a problem statement to perform a STEM activity. Participants were given a total of 3 weeks to determine the issue and prepare the STEM activity, and the researchers of the study gave systematic feedback during this period. Then, starting from the fifth week of the study, groups started to implement their STEM activities in the class, where their peers were assigned as their students. The activity plans they prepare, the field notes taken by the researchers during the implementation of the activities and the semi-structured interviews about the opinions of the PSTs on the use of SSI in STEM education were the data sources of the study. Findings revealed that PSTs found establishing STEM problem situations over SSIs suitable since they provide features such as conformity to real life, having multiple criteria and providing compatibility with other disciplines. Moreover, after their practices, they pointed out that the activities enabled both the teaching of the SSI and the integrated teaching to be carried out. As a conclusion, it is recommended to use socio-scientific problem situations to perform STEM education.

Teaching socio-scientific issues through integrated STEM education: an effective practical averment from Indonesian science lessons

“…Moreover, the students used mathematical thinking, design thinking, and science concept to the fullest in the design process. Therefore, said empirical findings support an idea mentioning that SSI lessons through integrated STEM activity have a role in preparing students to face uncertain global world challenges (Bozkurt et al, 2018;Zeidler, 2016).…”

“…Thus, the distance score obtained between the lowability students and the high-ability students becomes greater. In the context of learning on the SSI topic through STEM, which focuses on solving complex problems, high analytical skill is needed (Bozkurt et al, 2018). Therefore, this situation is sufficiently facilitated by students with better academic ability.…”

“…Limited studies have combined SSI and integrated STEM education, particularly in terms of learning effectiveness. However, a recent study (Bozkurt et al, 2018) has examined senior pre-service teachers' theoretical and practical courses on integrated STEM education and socio-scientific issues. This research found an interesting fact to explore further, where the researchers recommended using SSI's problem situation in applying integrated STEM education.…”

Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

“…The skills mentioned by teachers overlap with 21 st -century skills. In many studies (Altan et al, 2018;Jesionkowska et al, 2020;Windschitl, 2009), it has been emphasized that it is important to gain 21 st -century skills in this school process. After-school program activities related to STEM have helped students develop and use 21st-century skills such as complex communication and collaboration (Bakırcı & Kutlu, 2018;Changtong et al, 2020;Jerald, 2009;Levy & Murnane, 2004;Margot & Kettler, 2019;Siew et al, 2015).…”

Pengembangan Bahan Ajar Berbasis Kearifan Lokal Jayapura Untuk Meningkatkan Keterampilan Proses Sains Dan Penguasaan Konsep

“…Hasi temuan juga menunjukkan bahwa peserta didik belajar dengan menggunakan bahan ajar yang umum tidak sesuai dengan kearifan local setempat yang berdampak pada rendahnya hasil belajar IPA. Keberadaan bahan ajar yang tepat sangatlah bermanfaat untuk membantu peserta didik memahami materi pelajarannya (Altan, Ozturk, and Turkoglu, 2018); Siagian, Sirait, and Juliani, 2022;Silaban et al, 2023).…”