Using socioscientific issues in primary classrooms

Dolan, Thomas J.; Nichols, Bryan H.; Zeidler, Dana L.

doi:10.1007/bf03174719

Cited by 48 publications

(29 citation statements)

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“…Sosyobilimsel konuların kullanıldığı bir öğrenme ortamında, tercih edilen diğer bir öğretim aracı ise problem senaryolarıdır (Evren ve Kaptan, 2014;Sadler, 2003;Topçu, 2008). Öğretim sürecinde, öğrencilerin ilgisini çekecek, bilimsel niteliğe sahip etik ve ahlaki durumları içeren senaryolar seçilerek, bu senaryolar üzerinden öğrenci tartışmaları yönlendirilebilir (Dolan, Nichols ve Zeidler, 2009). Evren ve Kaptan (2014) ise sosyobilimsel konuların ikilem kartları aracılığıyla ele alınmasının öğrenme sürecinde etkili olacağını vurgulamışlardır.…”

Section: Introductionunclassified

A Mixed Method Research Study on the Effectiveness of Socioscientific Issue-Based Instruction

Yapıcıoğlu

Kaptan

2017

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Öz Anahtar KelimelerAraştırmada, fen bilgisi öğretmeni eğitiminde sosyobilimsel konu temelli öğretim yaklaşımının öğretmen adaylarının, fen okuryazarlık seviyelerinin (Bilimsel içerik bilgisi, fen-teknolojitoplum etkileşimleri ve bilimin doğası) gelişimine etkisi ile sosyobilimsel konulara yönelik kavramsal algıları incelenmiştir. Fen okuryazarlık seviyelerindeki gelişim ise bilimin doğası algıları boyutundaki gelişimden kaynaklanmaktadır. Bu sonuca paralel olarak araştırmanın nitel aşama sonuçlarında, bilimin doğasıyla ilişkili olarak, "sosyobilimsel konu" kavramsal algıları temasında öğretmen adayları "değişebilirlik" alt temasını ve kodlarını kullanarak açıklamalarda bulunmuşlardır. Araştırmanın hem nitel hem nicel bulgularına göre, sosyobilimsel konu temelli öğretim yaklaşımının, öğretmen adaylarının bilimin doğası algılarının gelişiminde etkili rol oynadığı söylenebilir. Ayrıca sosyobilimsel konu temelli yaklaşım uygulamalarına dayandırılarak öğretimin gerçekleştiği deney grubu öğretmen adaylarının sosyobilimsel konulara yönelik kavramsal algıları daha iyi düzeydedir. Bilimin toplumsal yönünü vurgulayan bu yaklaşımın daha profesyonel öğretmenler yetiştirilmesine katkı sağlayacağı düşünülmektedir. Fen ve teknoloji okuryazarlığıSosyobilimsel konu temelli öğretim yaklaşımıSosyobilimsel konular

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Section: Introductionunclassified

A Mixed Method Research Study on the Effectiveness of Socioscientific Issue-Based Instruction

Yapıcıoğlu

Kaptan

2017

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“…Thus, there is a need for teachers to teach school science using the real-world issues. Furthermore, teaching primary school science using SSIs is important to make young learners familiar with science, and to retain their knowledge and interest in science by connecting the learning to their real-life experiences (Dolan et al, 2009). Towards the aim of creating an interactive and meaningful learning environment, teachers need to have an extensive knowledge on SSIs and practice the issues frequently ).…”

Section: Resultsmentioning

confidence: 99%

“…In order for teachers to teach SSI, teachers are at least expected to have knowledge in SSIs and able to practice it. Thus, understand about the meaning of SSIs, note the approaches of the controversial issues, recognize the interests of introducing real-world issues in the learning process, know the goals of SSIs-based instruction, and aware of the current issues that are being discussed (Bartholomew, Osborne, & Ratcliffe, 2004;Kara, 2012;Lee et al, 2006), teachers can be expected to deliver scientific knowledge effectively and meaningfully to each student if they are able to introduce SSIs in science classes (Dolan et al, 2009).…”

Section: Background Of the Studymentioning

confidence: 99%

“…Instead of solely memorizing and recalling of scientific definitions and facts, students identify the controversial SSIs, critically analyze the issues, search and gather information, incorporate their scientific knowledge, communicate and exchange ideas with their peers, make judgments, and generate possible solutions to address the problems (Dolan, Nichols, & Zeidler, 2009;Lee, Abd-El-Khalick, & Choi, 2006). In addition, SSIs also help to increase students' engagement in classroom, improve their attitude towards learning science, and maintain their interest in science for their future studies and career (Ekborg & Ottander, 2010;Lindahl et al, 2010).…”

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confidence: 99%

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Knowledge and Practices in Teaching Socio-scientific Issues Among Malaysian Primary School Science Teachers

Yakob¹,

Yunus²,

May³

2015

UCER-A

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This research explored primary school science teachers' knowledge and practices in addressing socio-scientific issues (SSIs) for teaching science. Using SSIs-based Instruction Questionnaire (SSIQ), teachers' knowledge and practices on the meaning, approaches, interests, goals, and content knowledge of SSIs were studied. This instrument has been validated by two experts from a university. The reliability of this instrument is 0.974. There were 867 primary school science teachers from seven states in Malaysia participated in this study. The participants' responses were analyzed by conducting quartile and correlation analysis. The results indicated that the teachers had an average level of knowledge and practices on SSIs. There is a strong positive correlation between their knowledge and practices. Therefore, there is a strong need for science teachers to enhance their knowledge and increase their practices to address SSIs in schools since these issues are pertinent in the 21st century.

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“…The teacher frequently encouraged students to use argumentation elements involving claims, evidences and reasoning during the instruction. Other researchers also used argumentation as an essential feature of SSI-based instructions (Dolan, Nichols, & Zeidler, 2009;Tal & Kedmi, 2006;Topçu & Atabey, 2014). Therefore we can claim that the present SSI-based unit of instruction included this essential feature of SSI based instruction and provided opportunities for the students to improve their higher-order thinking practices.…”

Section: Features Of Ssi Based Instructionmentioning

confidence: 99%

The Development of a Socioscientific Issues-Based Curriculum Unit for Middle School Students: Global Warming Issue

Atabey¹,

Topçu²

2017

International Journal of Education in Mathematics, Science and Technology

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In this study, we aimed at developing -Human and Environment‖ unit around SSI based instruction. We followed action research methodology in development and implementation of the unit. The participants of this study were 24 seventh graders students and the instruction was extended to eight and a half weeks, taking four hours in a week. The data collection tools included the teacher's, the students' diaries, midterm exams, and video records. The SSI-based instructional framework of Presley and colleagues (2013) guided us to develop this unit for middle school. We also used the framework for analyzing student and teachers' diaries. The correct answers were scored with 1 point while wrong answers were evaluated with 0 point for mid-term exams which were multiple choice exams. Video records were evaluated in terms of SSI-based instruction observation form. Our findings showed that the framework of Presley and colleagues (2013) was useful for the development of an effective SSI-based instruction. At the end of the study a unit started with a global warming, interacting with science ideas and practices, and ended with a final activity was presented.

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Using socioscientific issues in primary classrooms

Cited by 48 publications

References 0 publications

A Mixed Method Research Study on the Effectiveness of Socioscientific Issue-Based Instruction

A Mixed Method Research Study on the Effectiveness of Socioscientific Issue-Based Instruction

Knowledge and Practices in Teaching Socio-scientific Issues Among Malaysian Primary School Science Teachers

The Development of a Socioscientific Issues-Based Curriculum Unit for Middle School Students: Global Warming Issue

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