scholarly journals New directions in socioscientific issues research

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Dana L. Zeidler ◽  
Benjamin C. Herman ◽  
Troy D. Sadler
Keyword(s):  
Science Education ◽  
Education Research ◽  
Perspective Taking ◽  
Scientific Literacy ◽  
Socioscientific Issues ◽  
Interdisciplinary Science ◽  
Socioscientific Reasoning ◽  
New Directions ◽  
Recent Trends

AbstractThe socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning; 2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking; and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends.

Enhancing Socioscientific Reasoning Through Nature of Technology

2021 ◽  
pp. 162-190
Author(s):  
Hyunok Lee ◽  
Hyunju Lee
Keyword(s):  
Conceptual Framework ◽  
Scientific Literacy ◽  
Science And Technology ◽  
Socioscientific Issues ◽  
Four Dimensions ◽  
Essential Component ◽  
Ssr Analysis ◽  
Socioscientific Reasoning ◽  
Nature Of Technology

Fostering informed Socioscientific Reasoning (SSR) is an essential component of developing scientific literacy. In this chapter, the authors suggest that enhancing Nature of Technology (NOT) understanding can be one way to leverage students' informed socioscientific reasoning. The authors describe a proposed NOT conceptual framework with four dimensions and detailed components, and present an analysis of students' reasoning of various socioscientific issues using this framework. Finally, the authors present the finding that NOT components were present in student discussions with varying levels of understanding. The SSR analysis reveals that students with NOT informed understanding can appreciate the integrated characteristics of technology, so as to make sophisticated decisions about science and technology that will change society in fundamental ways, for both better and worse.

The Role of Technology in Interdisciplinary Language Teaching

2021 ◽  
pp. 197-218
Author(s):  
Azlin Zaiti Zainal
Keyword(s):  
Science Education ◽  
21St Century ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science Literacy ◽  
Language Teaching ◽  
Interdisciplinary Learning ◽  
Interdisciplinary Teaching ◽  
Use Of Technology

In discourses of 21st century learning, there is an increasing emphasis on interdisciplinary learning. In this chapter, the author first looks at previous research on interdisciplinary teaching and learning. Next, the concept of scientific literacy and how this is related to language will be discussed. The intersections between the teaching of science literacy and language teaching and learning will also be explored. This is followed by research on the use of technology in science education and how technology can enhance science literacy.

scholarly journals Design-Based Research in Science Education: One Step Towards Methodology

2012 ◽  
Vol 2 (2) ◽  
pp. 54-68 ◽  
Author(s):  
Kalle Juuti ◽  
Jari Lavonen
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Research Approach ◽  
Science Teaching And Learning ◽  
Design Based Research ◽  
One Step ◽  
Research Endeavour

Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.

scholarly journals Conceptualization of Socioscientific Issues in Educational Practice from a Review of Research in Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 297-302
Author(s):  
S. Alcaraz-Dominguez ◽  
◽  
M. Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Formal Education ◽  
Educational Practice ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Pedagogical Strategies ◽  
Practical Applications

The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualization sets up foundations for the design and evaluation of innovative SSI educational practices. It shall also help to promote new lines of research that establish connections among practical applications of SSI in different subjects, cultural contexts, and educational systems.

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