Using socioscientific issues in primary classrooms

2009 ◽  
Vol 21 (3) ◽  
pp. 1-12 ◽  
Author(s):  
Thomas J. Dolan ◽  
Bryan H. Nichols ◽  
Dana L. Zeidler
Keyword(s):  
Socioscientific Issues ◽  
Primary Classrooms

Erratum to: Using Socioscientific Issues in Primary Classrooms

2011 ◽  
Vol 22 (7) ◽  
pp. 561-561
Author(s):  
Thomas J. Dolan ◽  
Bryan H. Nichols ◽  
Dana L. Zeidler
Keyword(s):  
Socioscientific Issues ◽  
Primary Classrooms

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

Embedding E-Mail in Primary Schools: Developing a Tool for Collective Reflection

2005 ◽  
Vol 32 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Bregje De Vries ◽  
Hans Van Der Meij ◽  
Kerst Th. Boersma ◽  
Jules M. Pieters
Keyword(s):  
Primary Schools ◽  
Group Learning ◽  
Learning Task ◽  
Primary Classrooms ◽  
Personal Understanding ◽  
E Mail ◽  
Design Experiments

Reflection is an important aspect of learning in groups. In collective moments of reflection, learners can share and compare their ideas with others, and by doing so can reach an articulated and personal understanding of a learning task and domain. In the research presented here, e-mail is examined as a means for reflection in the context of group learning. In two design experiments, an e-mail tool is developed that seeks to (1) support collective reflection, and (2) overcome practical problems related to e-mail use in primary classrooms. Two prototypes of the tool are presented and tested in five primary classrooms. We conclude that e-mail supports collective reflection on a learning task after adding the following supportive measures to the regular e-mail program: (1) a fixed partnership, (2) fixed timing, (3) an exercise of individual freewriting, and (4) collective use of a paper worksheet.

Analyzing Students’ Learning in Classroom Discussions about Socioscientific Issues

2013 ◽  
Vol 97 (4) ◽  
pp. 594-620 ◽  
Author(s):  
KARIN RUDSBERG ◽  
JOHAN ÖHMAN ◽  
LEIF ÖSTMAN
Keyword(s):  
Socioscientific Issues ◽  
Classroom Discussions
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