scholarly journals Research Trends on Socioscientific Issues: A Content Analysis of Publications in Selected Science Education Journals

2016 ◽  
Vol 4 (9) ◽  
Author(s):  
Nurcan Tekin ◽  
Oktay Aslan ◽  
Suleyman Yilmaz
Keyword(s):  
Science Education ◽  
Content Analysis ◽  
Socioscientific Issues ◽  
Research Trends ◽  
Science Education Journals

Chemistry education research trends: 2004–2013

2014 ◽  
Vol 15 (4) ◽  
pp. 470-487 ◽  
Author(s):  
Tang Wee Teo ◽  
Mei Ting Goh ◽  
Leck Wee Yeo
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Teaching ◽  
Chemistry Education ◽  
The United States ◽  
Research Trends ◽  
Research Papers ◽  
Chemistry Education Research ◽  
Future Work ◽  
Science Education Journals

This paper presents findings from a content analysis of 650 empirical chemistry education research papers published in two top-tiered chemistry education journals Chemistry Education Research and Practice and Journal of Chemical Education, and four top-tiered science education journals International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Teaching and Science Education from 2004–2013. We found that empirical chemistry education research (CER) papers accounted for 7.7 percent of the publications in the four science education journals. The most highly published area of research was in conceptions and conceptual change and most studies adopted mixed methods. The majority of the studies were conducted in higher education contexts and in the United States. Researchers who publish prolifically in the field included Vicente Talanquer, Derek Cheung, Michael Sanger, Keith Taber, Melanie Cooper and Marcy Towns. Current research trends and gaps are illuminated and possible future work in CER is discussed in the paper.

scholarly journals Representation of socioscientific issues in the most popular Turkish daily newspapers

2016 ◽  
Vol 13 (2) ◽  
pp. 2860 ◽  
Author(s):  
Nurcan Tekin ◽  
Oktay Aslan ◽  
Süleyman Yılmaz
Keyword(s):  
Science Education ◽  
Global Warming ◽  
Content Analysis ◽  
Environmental Pollution ◽  
Scientific Literacy ◽  
Nuclear Energy ◽  
Socioscientific Issues ◽  
Daily Newspapers

Socioscientific issues (SSIs) have become important in science education because of their feature of important component of scientific literacy. The purpose of this study is to analyze the representation of SSIs in Turkish national newspapers. The methodology employed in the present study is content analysis. The archives of newspapers were online searched for predetermined SSIs, news titles were categorized according to content and year. And then, samples of news tittle were selected from various newspapers for each issue tittle and were demonstrated with newspaper name and publishing year. The results demonstrated that the most mentioned SSIs are nuclear energy, environmental pollution/problems, and global warming in the last 11 years. Moreover, a steady was seen in the SSIs between 2004 and 2014. Interpretations are given in more detail in results and discussion.

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.

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