What Major “Socio-Scientific Topics” Should the Science Curriculum Focused on? A Delphi Study of the Expert Community in China

Wan, Yong; Bi, Hualin

doi:10.1007/s10763-018-09947-y

Cited by 23 publications

(11 citation statements)

References 8 publications

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“…Science and socioscientific topics (SSTs) in the science curriculum play an important role in preparing students to participate in modern social life effectively, shape the society in a sustainable way, and become responsible citizens in the future (Wan & Bi, 2019). Previous empirical studies on the effects of schools and environmental education are limited and are largely restricted to developed countries.…”

Section: Role Of School Education In Generating Environmental Literacymentioning

confidence: 99%

The Impact of Environmental Education on Environmental and Renewable Energy Technology Awareness: Empirical Evidence from Colombia

Edsand

Broich

2019

Int J of Sci and Math Educ

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This paper empirically investigates to what extent environmental education (EE) at school can explain variation in environmental literacy of 15-year-olds in Colombia, while controlling for several other student-and school-level confounding factors. We use a two-level nested model, where the individual observations are nested within schools. Based on the maximum likelihood estimation method, we estimate a linear mixed model which contains both fixed effects and random effects. Our empirical results only provide weak evidence that environmental education can promote a higher level of environmental awareness. The relationship between environmental education and awareness of renewable energy technologies (RETs) is even weaker. Our findings therefore suggest that environmental education should not be considered a magic bullet in promoting environmental literacy among students. Additionally, we find more reliable predictors for environmental awareness than for awareness of RETs. Overall, the socio-economic status, stronger student science abilities, parent characteristics, and a few school-level characteristics such as quality of education resources and school ownership (public versus private) seem to be decisive factors for varying levels of environmental literacy among students in Colombia.

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Section: Role Of School Education In Generating Environmental Literacymentioning

confidence: 99%

The Impact of Environmental Education on Environmental and Renewable Energy Technology Awareness: Empirical Evidence from Colombia

Edsand

Broich

2019

Int J of Sci and Math Educ

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“…In this regard, the integration of socio-scientific issues-based tasks in the classroom is suitable, because it allows students to work in an interdisciplinary manner and stimulates critical thinking (Karpudewan & Roth, 2018;Wan & Bi, 2019;Wang et al, 2017). Such discussions about socio-scientific issues should include interrelations between politics, economics, and environment at different levels and be critical as well as complex in order to enhance the reconstruction of their conceptions (Bossér & Lindahl, 2020;Chu & Treagust, 2014;Sormunen, Juuti, & Lavonen, 2019;Wan & Bi, 2019;Wang et al, 2018). In our study, we observed that students believed in controlling the world population to remain within the planetary boundaries.…”

Section: Discussionmentioning

confidence: 99%

Instructional guidelines based on conceptions of students and scientists about economic and population growth within planetary boundaries

Lampert

Niebert

Wilhelm

2021

Int J of Sci and Math Educ

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The burden placed by human activities on Earth is ever-increasing. Global environmental changes have profoundly affected the Earth’s core systems and processes, thus, risking their stability. These core systems and processes are described in the planetary boundary framework. The drastic rate of environmental change over the last 200 years, which is also known as the Great Acceleration, has been depicted graphically by the International Geosphere-Biosphere Program. This study is aimed to (1) examine the conceptions of students and scientists regarding socioeconomic growth within planetary boundaries, and (2) develop instructional guidelines based on the comparison of their conceptions. Accordingly, relevant conceptions of 22 junior and 20 senior secondary school students were analyzed. Scientists’ conceptions were extracted by thoroughly analyzing nine publications, which were selected by systematic literature search. Student statements and scientific inferences were coded following established protocols. Our results indicated that junior and senior secondary school students considered global population growth to be the primary cause of global environmental changes. On the contrary, the scientists considered the quantity of natural resources consumed by rich countries in their economic pursuits as the most critical factor in environmental degradation. Based on our findings, we proposed instructional guidelines for planning lessons on changing current socioeconomic systems to enable humans to live within planetary boundaries.

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“…In this respect, the present analysis would seem to support the literature as regards the need to select a small, common core of knowledge that has both intrinsic and educational value, and which is relevant and applicable to students' everyday lives. Some of the knowledge areas proposed by our panel of experts are included in the concepts, knowledge about the human health and about the environment; they also appear in most of the other publications we have consulted (Wan & Bi, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In short, the Delphi method is a versatile tool that is applied in multiple fields of scholarly inquiry, including economics, business, healthcare, and education. Recent applications of this method in the field of education include Kloser (2014), Ruppert and Duncan (2017), González‐García, Blanco‐López, España‐Ramos, and Franco‐Mariscal (2019), and Wan and Bi (2020), among others. Although the Delphi method has some limitations—namely, it is time‐consuming and the stakeholders' answers might reflect their own prejudices and preconceived ideas—the fact that it collects data anonymously, that its data are analyzed statistically, and that it is an iterative process are all relative strengths of the Delphi method.…”

Section: The Delphi Methodsmentioning

confidence: 99%

A curricular Delphi study to improve the science education of secondary school students in Spain

Charro

2020

J Res Sci Teach

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A curricular Delphi study was carried out to help improve and develop scientific training for secondary school students in Spain. Using the Delphi method, the authors analyzed the degree of consensus among more than 100 stakeholders' answers to the question, “What aspects of science education are considered desirable for a (Spanish) citizen?” From their answers, the authors identified a set of five “concepts.” Of these, the most relevant was “Science education related to environmental issues and human health, through the use of strategies based on discussion/debate and inquiry‐based science learning.” This study compares these results with those of previous studies and makes proposals for educational reform based on the implications of its findings.

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What Major “Socio-Scientific Topics” Should the Science Curriculum Focused on? A Delphi Study of the Expert Community in China

Cited by 23 publications

References 8 publications

The Impact of Environmental Education on Environmental and Renewable Energy Technology Awareness: Empirical Evidence from Colombia

The Impact of Environmental Education on Environmental and Renewable Energy Technology Awareness: Empirical Evidence from Colombia

Instructional guidelines based on conceptions of students and scientists about economic and population growth within planetary boundaries

A curricular Delphi study to improve the science education of secondary school students in Spain

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