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

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

doi:10.1002/tea.21828

Cited by 8 publications

(3 citation statements)

References 89 publications

(168 reference statements)

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“…Students' SSI‐related resources will differ quantitatively and qualitatively. Quantitatively, some students may have more access to resources (e.g., knowledge of particular SSI) and others less (Klaver et al, in press). Qualitatively, there may be differences in resources that relate to, for example, students' political affiliations (Walsh & Tsurusaki, 2018), cultural background (Evagorou et al, 2012), or the particular media sources they follow.…”

Section: Discussionmentioning

confidence: 99%

“…Operationalizations of SSC can be supported by our conceptualization of SSC with its distinction between internal and external resources. For instance, in our empirical study about students' SSC, we investigated among a large sample how often students use sources of knowledge and how this related to their attitudes toward SSI (Klaver et al, in press). The overview of SSC provided in Figure 1 clarifies that Klaver et al (in press) investigated the relation between students' use of external resources and a type of internal resource.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2022

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In this position paper, we introduce the concept of socioscientific capital (SSC) to denote students' resources that unequivocally play a part when students learn about and make decisions regarding socioscientific issues (SSIs). Students use a variety of resources when they engage with SSI. Our conceptualization of SSC expands on current conceptualizations to refer to resources related to both the scientific and the non‐scientific aspects of SSI, including internal resources (personal experiences, values, attitudes, beliefs, knowledge, and skills), external resources (family, friends, communities, and media), and meta‐level resources (dominant frames and cultures). Aiming to strengthen SSI education, we argue for taking into account how students' resources impact their SSI‐related learning and decision‐making. To this end, insight into students' SSC is needed and is imperative for teachers. By bringing together literature about SSI education and literature about students' resources, we provide a conceptual view on students' SSC and describe implications for SSI education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

et al. 2022

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“…It was also recently found that Dutch students from primary and secondary school hardly discuss sustainability and other SSIs with friends on their own initiative (Klaver et al, 2022).…”

Section: Ec and Studentsmentioning

confidence: 99%

Ask, find out, and act

van Harskamp

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Education for Environmental Citizenship (EC) aims to equip students with the competences for sustainable opinion-forming, decision-making, and action-taking. These competences include systems thinking competence, normative competence, strategic competence, and action competence among others. Yet because of the complexity of sustainability issues, it is a challenge for science teachers to foster EC through their teaching practice. This dissertation describes how Socio-Scientific Inquiry-Based Learning (SSIBL), with its three main phases of Ask, Find out, and Act, was tested for its potential to foster EC through science education at lower secondary level. This dissertation has three main aims. The first aim is to describe current EC practice, and views and experiences of science teachers (Chapter 2) and lower secondary students (Chapter 3) regarding EC. Insights from these chapters are used in subsequent studies. The second aim of this dissertation is to develop and validate an assessment instrument that focusses on EC opinion-forming (Chapter 4). This instrument was used to provide insight in student EC in the final classroom study. Finally, the third aim of this dissertation is exploring the potential of SSIBL to foster EC through science education at lower secondary level, for which several cycles of Lesson Study (Chapters 5 and 6) were carried out. These provide an empirical basis of SSIBL’s workings in science education practice. Results regarding the first aim show that while most teachers think sustainability and citizenship are important, they experience a lack of support from the curriculum and feel less prepared regarding inclusion of normative aspects of EC in their teaching practice. Their students have a complex relationship with sustainability, being worried and wanting to know what they can do to help, whilst simultaneously feeling issues only concern people who live somewhere else or in the future. Concerning the second aim, the ECO-questionnaire was developed, offering a focus on EC opinion-forming which was previously unavailable. Regarding the final aim, results of this dissertation show that SSIBL’s three phases of Ask, Find out, and Act enable students to practice their EC competences in the context of science education. Its focus on dialogue-driven opinion-forming, and on holistic and pluralistic decision-making and action-taking, among others, make it suitable for student EC development. These findings contribute to the knowledge base for science teachers and teacher educators who wish to incorporate EC in their teaching practice, for (science) education researchers with an interest in EC, and for policy makers who want to adjust, update, fortify, or expand EC’s place on the educational agenda. Insights and findings from this dissertation provide directions for how to foster Environmental Citizenship through science education at lower secondary level. In doing so, this dissertation forms a small but important step towards equipping students with the necessary competences to form informed opinions, make corresponding decisions, and take appropriate action regarding sustainability issues. Ultimately, this is a prerequisite for the transition towards creating a more sustainable future for all.

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A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability

Okada

2024

J Res Sci Teach

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National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the “open schooling” approach aims at enhancing students' science connections through real‐life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes “science connection,” a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32‐item self‐report questionnaire developed and validated from insights of 85 teachers into “science connection”‐enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just‐in‐time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11–18 across five countries participating in open schooling activities using the CARE‐KNOW‐DO model. This innovative feature supports open science and responsible open research, offering real‐time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in‐and‐outside school science activities; and Valuing science's role to life‐and‐society. Many students felt connected to science— Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%— with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in‐depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE‐KNOW‐DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.

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

Cited by 8 publications

References 89 publications

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

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

Ask, find out, and act

A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability

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