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 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.

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.

scholarly journals ANALISIS PENDIDIKAN KARAKTER DALAM BUKU TEKS PELAJARAN ILMU PENGETAHUAN ALAM KELAS VII

2019 ◽  
Vol 7 (2) ◽  
pp. 156
Author(s):  
Anggraeni Dian Permatasari ◽  
Ence Oos Mukhamad Anwas
Keyword(s):  
Global Warming ◽  
Content Analysis ◽  
Environmental Pollution ◽  
Character Education ◽  
Qualitative Method ◽  
Natural Sciences ◽  
Ministry Of Education ◽  
Analysis Technique ◽  
Study Results ◽  
Basic Competencies

Based on reality, textbook is the main learning source. Based on Curriculum 2013, textbook is not only to present subjects, but also to embed character education. The aim of the study is to analyze character education content on chemistry subject of the natural sciences textbook of 7th grade students of second semester, which was published by Ministry of Education and Culture. The study was conducted by qualitative method using content analysis technique to study the conformity of chemistry subject with character education aspect in Curriculum 2013. There are two chemistry subjects in the textbook. They are Environmental Pollution and Global Warming. The study results showed the values that have not been mentioned yet in the Environmental Pollution were religious, confidence, and communicative. While Global Warming subject have already mentioned all the values of Basic Competencies 3 and 4.  AbstrakRealitas bahwa Buku Teks Pelajaran menjadi sumber belajar utama di sekolah. Sesuai tuntutan kurikulum 2013, buku teks pelajaran tidak sekedar menyajikan materi, akan tetapi juga perlu menanamkan pendidikan karakter. Penelitian ini bertujuan untuk menganalisis muatan pendidikan karakter pada materi Kimia dalam buku teks pelajaran Ilmu Pengetahuan Alam, kelas VII semester 2, yang diterbitkan Kementerian Pendidikan dan Kebudayaan. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif menggunakan teknik analisis isi untuk mengetahui kesesuaian materi Kimia dengan aspek pendidikan karakter dalam kurikulum 2013. Adapun materi kimia yang terdapat dalam buku tersebut yaitu Pencemaran Lingkungan dan Pemanasan Global. Hasil penelitian menunjukkan bahwa nilai-nilai yang belum disampaikan dalam bab Pencemaran Lingkungan adalah nilai religius, percaya diri, dan komunikatif. Sedangkan dalam bab Pemanasan Global telah disampaikan semua nilai yang terkandung dalam Kompetensi Dasar 3 dan Kompetensi Dasar 4.

Twitter Users’ Displays of Affect in the Global Warming Debate

2021 ◽  
pp. 004728162110078
Author(s):  
Shanna Cameron ◽  
Alexandra Russell ◽  
Luke Brake ◽  
Katherine Fredlund ◽  
Angela Morris
Keyword(s):  
Climate Change ◽  
Social Media ◽  
Global Warming ◽  
Content Analysis ◽  
Technical Communication ◽  
Research Team ◽  
Future Research ◽  
Climate Change Research ◽  
Quantitative Content ◽  
Twitter Users

This article engages with recent discussions in the field of technical communication that call for climate change research that moves beyond the believer/denier dichotomy. For this study, our research team coded 900 tweets about climate change and global warming for different emotions in order to understand how Twitter users rely on affect rhetorically. Our findings use quantitative content analysis to challenge current assumptions about writing and affect on social media, and our results indicate a number of arenas for future research on affect, global warming, and rhetoric.

scholarly journals Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Senay Purzer ◽  
Jenny Patricia Quintana-Cifuentes
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
School Science ◽  
School Resources ◽  
Science And Engineering ◽  
Teaching Models ◽  
Engineering Design Process ◽  
Stem Literacy ◽  
K 12

AbstractThis position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

scholarly journals Bibliometric analysis of scientific literacy using VOS viewer: Analysis of science education

2021 ◽  
Vol 1796 (1) ◽  
pp. 012096
Author(s):  
Denti Nanda Effendi ◽  
Irwandani ◽  
Welly Anggraini ◽  
Agus Jatmiko ◽  
Henita Rahmayanti ◽  
...  
Keyword(s):  
Science Education ◽  
Bibliometric Analysis ◽  
Scientific Literacy ◽  
Vos Viewer

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

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