scholarly journals Korean Middle School Students' Perceptions as Global Citizens of Socioscientific Issues

2012 ◽  
Vol 32 (7) ◽  
pp. 1124-1138 ◽  
Author(s):  
Jiyoung Jang ◽  
Jiyeong Mun ◽  
Hyo-Suk Ryu ◽  
Kyunghee Choi ◽  
Krajcik Joseph ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Socioscientific Issues ◽  
School Students ◽  
Global Citizens

Impact of Socioscientific Issues on Middle School Students' Character and Values for Global Citizenship

2021 ◽  
pp. 56-91
Author(s):  
Wardell A. Powell ◽  
Mark H. Newton ◽  
Dana L. Zeidler
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Socioscientific Issues ◽  
Wilcoxon Test ◽  
School Students ◽  
Instructional Unit ◽  
Global Citizens ◽  
Animal Cloning ◽  
Public Middle School ◽  
Ecological Worldview

This chapter demonstrates the impact of an animal cloning socioscientific issues instructional unit on a group of middle school students' abilities to use their ecological worldview, social and moral compassion, and sense of socioscientific accountability to determine the permissibility of animal cloning. Seventy-seven 7th grade students at a public middle school in the Southeastern region of the United States participated in this investigation. Results from a non-parametric two-tailed Wilcoxon test indicated the students' social and moral compassion (Z = -2.505, p = .012) and socioscientific accountability scores (Z = -2.381, p = .017). In contrast, the results did not demonstrate a statistically significant difference between students' pre and post ecological worldview (Z = -1.185, p = .236). Qualitative analyses of the data revealed several interesting trends and themes discussed in the chapter. The findings from this investigation support the use of SSI as key pedagogical strategies in promoting character and values for global citizens among middle school students.

Using Geospatial Technology to Promote Middle School Students' Critical Thinking on Socioscientific Issues

2020 ◽  
pp. 47-78 ◽  
Author(s):  
Wardell Anthony Powell
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Socioscientific Issues ◽  
Sixth Grade ◽  
Geospatial Technologies ◽  
School Students ◽  
Non Profit ◽  
Summer Enrichment ◽  
Enrichment Program ◽  
The Impact

This chapter is a demonstration of how to use geospatial technologies to promote middle school students' abilities to think critically and to argue persuasively on socioscientific issues. Forty-three sixth grade students from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researcher utilized qualitative procedures to analyze the students' abilities to think critically and to argue persuasively on socioscientific issues. The results indicate that the students' background knowledge on the impact of human activities on climate change was enhanced with the use of videos, graphics, audio-visuals, and other hands-on activities. Additionally, the knowledge the students gained from the events in this investigation enhanced their abilities to propose convincing arguments in opposition or support for the socioscientific issues investigated.

Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students

2019 ◽  
pp. 150-176 ◽  
Author(s):  
Wardell Anthony Powell ◽  
Danielle Fuchs
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Socioscientific Issues ◽  
Evidence Based ◽  
School Students ◽  
Non Profit ◽  
Post Test ◽  
Enrichment Program ◽  
The Impact ◽  
Argumentation Quality

This study investigated the implementation of a socioscientific issue curricular unit that was designed to enhance evidence-based reasoning among middle school students. Forty-three middle school students (11-12 years old; 20 males, 23 females) from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researchers utilized qualitative procedures to analyze students' abilities to engage in evidence-based reasoning and the impact it might have on students' argumentation quality on whether the air we breathe makes us sick. Comparison of the findings from pre-test and post-test indicate that students were able to use evidence-based reasoning to enhance their argumentation quality. The results from this investigation suggest that perhaps the use of socioscientific issues as a critical pedagogical tool does enhance students' abilities to engage in evidence-based reasoning.

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