Strengthening science education through attention to student resources: A conceptualization of socioscientific capital

Klaver, Lida T.; Sins, Patrick; Molen, J.H. Walma van der; Guérin, Laurence

doi:10.1002/tea.21827

Cited by 9 publications

(10 citation statements)

References 120 publications

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“…More specifically, they are indicators of behavioral and emotional engagement, and possibly of cognitive engagement (Fredricks et al, 2004). We framed students' use of sources of knowledge and their attitudes as resources that students bring into learning and decision‐making about SSI that may impact their learning processes and outcomes (Klaver et al, 2022). Insight into these resources is needed to adapt SSI‐based teaching accordingly.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, based on asset pedagogies, insight into their students' use of sources of knowledge about SSI can inform teachers as to what student resources they can take into account to stimulate classroom engagement and learning about SSI (Klaver et al, 2022). Studies on the benefits of asset pedagogies provide promising results regarding students' engagement and learning outcomes (Archer et al, 2018; Aronson & Laughter, 2016; Calabrese Barton & Tan, 2009; Llopart et al, 2018; Powell et al, 2016; Tolbert et al, 2018; Volman & ‘t Gilde, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Previously, we introduced the concept of socioscientific capital to refer to students' SSI‐related resources (Klaver et al, 2022), inspired by research about science capital (e.g., Archer et al, 2015). Science capital, as introduced in the ASPIRES projects and Enterprising Science project, is seen as a “conceptual device” that collates students' science‐related resources (Archer et al, 2014, p. 5).…”

Section: Socioscientific Capitalmentioning

confidence: 99%

“…In our earlier work, we conceptualized the SSI-related resources that play a part in students' interpretation of and learning and decision-making about SSI as socioscientific capital (Klaver et al, 2022). While the concept of science capital refers to science-related resources, socioscientific capital also includes resources related to the other dimensions of SSI (Klaver et al, 2022).…”

Section: Socioscientific Capitalmentioning

confidence: 99%

“…Previously, we have argued for more attention in SSI education to students' SSI-related resources (Klaver et al, 2022). Engagement is often seen as an outcome of SSI-based teaching (e.g., Chowdhury et al, 2020;Hodson, 2020) or as an important aspect of the learning process itself (e.g., Chang et al, 2020;Sadler et al, 2017).…”

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confidence: 99%

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Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes

et al. 2022

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The current study is about students' engagement with socioscientific issues (SSI). We explored the use of sources of knowledge about SSI and attitudes toward SSI among a sample of 1676 Dutch 8‐ to 16‐year‐old students. First, we developed a questionnaire that measured students' use of four sources of knowledge about SSI: Social Resources (online media use and talking with parents and friends), In‐Class Resources (in‐class talk and in‐class offline media use), Visit Resources (visiting the zoo or a science museum with parents or school), and Offline Media Resources (engaging with issues or the news via books, magazines, newspapers, or TV). Second, we performed a latent profile analysis to explore students' patterns of use of these sources. This resulted in five profiles: Social Visitors (5.9%), Offline Media Consumers (10.6%), Media Discussers (14.3%), In‐Class Users (21.0%), and Non‐Users (48.3%). Third, we related these profiles to students' attitudes toward SSI, as measured with the Pupils' Attitudes toward Socioscientific Issues (PASSI) questionnaire. In line with the sources of knowledge profiles, the Non‐Users felt and thought most negatively about engagement with SSI, while the Media Discussers showed the most positive attitudes. We believe that our exploration of the profiles adds to the discourse about students' socioscientific capital. Moreover, this study informs teachers about the resources that students may bring into the learning environment and their decision‐making about SSI. The study concludes with practical suggestions about stimulating the use of sources of knowledge for certain groups of students and fostering positive attitudes toward engagement with SSI.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Socioscientific Capitalmentioning

confidence: 99%

Section: Socioscientific Capitalmentioning

confidence: 99%

mentioning

confidence: 99%

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Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes

et al. 2022

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Jamming power: Youth agency and community‐driven science in a critical technology learning program

2022

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In dialogue with science education and learning sciences research, in this article we develop a disciplinary‐specific view on youth and community agency for community‐based technology education. Cultivating agency is a central principle in our design and empirical study of the Young People's Race, Power, and Technology Program (YPRPT), a program designed to engage youth in critical inquiry about the technologies impacting their local communities. In this article, drawing from our multiyear partnership with a community‐based youth organization, we examine how agency was supported and constrained as a function of the practices we engaged in as a research team committed to participatory and justice‐centered education. Our findings illustrate ways that the emergence and enactment of agency, at both individual and community levels, works to interrupt, subvert, and creatively “jam” systems of power. We argue that cultivating agency in community‐driven science and technology learning requires an honest reckoning with the deeply entrenched racial and economic oppression in the United States. We contend that it is equally essential to commit to learning from, co‐designing with, and working in solidarity alongside the youth and communities that are most impacted by technologies that mediate our experiences—toward unveiling, resisting, and reimagining their powerful roles in our collective lives.

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It's not just a science thing: Educating future STEM professionals through mis/disinformation responsive instruction

Herman,

Poor,

Clough

et al. 2024

J Res Sci Teach

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Informed scientific thinking is a vital component of engaging all socioscientific issues (SSI) such as climate change and the COVID‐19 pandemic. However, socioscientific engagement may be influenced by sociocultural factors and mis/disinformation efforts to the widespread detriment of human and environmental well‐being. The purpose of this mixed‐methods study was to determine how 506 post‐secondary life science majors' COVID‐19 related nature science (NOS) views and COVID‐19 vaccine acceptance/support and conspiracy resistance changed through pandemic responsive instruction on COVID‐19 science, viral biology, and vaccines with integrated focus on NOS and mis/disinformation. This investigation also sought to reveal factors (e.g., sociocultural group membership, NOS views) that associated with changes in those students' COVID‐19 vaccine acceptance/support and conspiracy resistance. After experiencing the pandemic responsive instruction, the students' COVID‐19 vaccine acceptance/support and conspiracy resistance and trust in COVID‐19 science and cognizance of its reliable and revisionary character (i.e., NOS) significantly improved from a small to large extent. Through the pandemic responsive instruction, the students' development of NOS views significantly associated with their development of higher levels of vaccine acceptance and conspiracy resistance and increases in students' vaccine conspiracy resistance significantly associated with increases in vaccine acceptance. Changes in students' vaccine acceptance and conspiracy resistance from before to after the pandemic responsive instruction also varied significantly based on sociocultural grouping (e.g., race/ethnicity and political orientation). Despite the promising impact demonstrated by the pandemic responsive instruction, vaccine conspiracy views and resistance appeared to linger among the students who notably were entering fields that deal with viruses, vaccines, and public health. Implications discussed include the importance for helping students to understand NOS relevant to SSI and analyze how sociocultural membership, motivated and identity protective reasoning processes, mis/disinformation, and trust in science influence socioscientific decision‐making.

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Strengthening science education through attention to student resources: A conceptualization of socioscientific capital

Cited by 9 publications

References 120 publications

Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes

Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes

Jamming power: Youth agency and community‐driven science in a critical technology learning program

It's not just a science thing: Educating future STEM professionals through mis/disinformation responsive instruction

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