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 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.

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

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.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

scholarly journals Student’s Science Literacy in the Aspect of Content Science?

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
F. Fakhriyah ◽  
S. Masfuah ◽  
M. Roysa ◽  
A. Rusilowati ◽  
E. S. Rahayu
Keyword(s):  
Science Teaching ◽  
Learning Strategies ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science Literacy ◽  
Science Teaching And Learning ◽  
Teaching And Learning Strategies ◽  
Scientific Context ◽  
Scientific Competence

<p>The fundamental issue is the growing use of scientific information possessed by students to solve problems in daily life and produce useful scientific source from scientific literacy. The purpose of the research was to analyze and describe the ability of a student science concepts from the aspect of scientific literacy that includes aspects of scientific knowledge, scientific competence, scientific context as well as the factors that influence the students’ science literacy skills. This research was quantitative descriptive analysis. The instrument used was a matter of objective 40 along with the reasons of the physics concept and biology concepts that are used to measure aspects of scientific knowledge, scientific competence, and scientific context, while the students’ attitudes towards science and science teaching and learning strategies measured by questionnaire instrument. Instruments used included multiple-choice test questions reasoned and questionnaires (the attitude of science and science teaching and learning strategies). Based on data analysis it was known that the ability of science literacy PGSD UMK students varied, 66.2% of students were at the level of nominal and 33.8% of the students were at the functional level. It showed that 66.2% of students already had a concept for connecting science with other disciplines, could write a scientific term, but students still had misconceptions, while 33.8% of students considered the theory and explained concepts correctly, but they had a limited understanding and were difficult to connect to the concept of his own opinion.</p>

scholarly journals THE INFLUENCE OF ONLINE TEACHING ON FACE-TO-FACE TEACHING PRACTICES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Norma I. Scagnoli ◽  
Lydia P. Buki ◽  
Scott D. Johnson
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educational Practice ◽  
Teaching Experience ◽  
Faculty Training ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Pedagogical Strategies ◽  
Face To Face

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.

Constructing engaged learning in Scientific Writing

2015 ◽  
Vol 7 (2) ◽  
pp. 292-307
Author(s):  
Christina A. Geithner ◽  
Alexandria N. Pollastro
Keyword(s):  
Peer Review ◽  
Learning Strategies ◽  
Scientific Literacy ◽  
Writing Skills ◽  
Scientific Writing ◽  
Writing Assignments ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Peer Reviews ◽  
Composite Scores

Purpose – The purpose of this paper is to incorporate a blended pedagogical approach to Scientific Writing, and assess its effectiveness in improving students’ writing skills and scientific literacy. Effective writing is vital to the dissemination of scientific information and a critical skill for undergraduate science students. Various pedagogical strategies have been successful in improving writing skills and developing scientific literacy. Design/methodology/approach – Mean scores on draft and revision assignments were examined longitudinally (2013 cohort, n=51) and across cohorts (2011, 2012, and 2013; combined n=94). Domain-specific composite scores were calculated from survey items addressing students’ self-perceptions of knowledge (K), general and scientific writing skills (GWS and SWS), and attitudes (A) related to scientific literacy. Changes in composite scores were analyzed using paired t-tests, and cross-cohort differences were examined via MANOVAs (SPSS, p < 0.05). Findings – Mean scores on revisions following peer review and instructor feedback were significantly higher than those for drafts. Students ' perceptions of their K, GWS, SWS, and A increased significantly over the semester in the 2013 cohort, and were significantly higher in the 2013 cohort than those for the two earlier cohorts. Students identified peer reviews, revisions and other writing assignments, and literature searches as effective learning strategies. Research limitations/implications – One limitation of the study was that the authors lacked a control group for comparison. Pre-course survey data were only available for the 2013 cohort, and these data were incomplete, particularly with regard to perceptions of attitudes toward science and writing. Instructor feedback was not separated from that obtained through peer review. Thus, it was not possible to determine their respective impacts on students’ scores on revision assignments. Also, the number of writing assignments and peer reviews completed varied among the three cohorts enrolled in Scientific Writing. Practical implications – Using a blended approach to teaching scientific writing significantly improved students’ writing skills and enhanced their perceptions regarding their knowledge, skills, and abilities related to science and writing. Students identified peer reviews, writing abstracts, and outlining an Introduction as most helpful in improving their SWS. They identified the final peer review, the revision assignment of the Results section, literature searches, and poster presentations of research as most helpful in improving their scientific knowledge and understanding. Engaging students in a variety of pedagogical strategies was successful in achieving specific learning outcomes in an undergraduate human physiology course. Originality/value – The approach to peer review was more structured than those of previous studies. Engaging students with a variety of teaching and learning strategies improved both writing skills and scientific literacy in undergraduate human physiology.

scholarly journals Didactics and corporative education: the entrepreneurial challenge of continuous education

2009 ◽  
Vol 7 (1) ◽  
pp. 73-82
Author(s):  
Eliane Maria Pires Giavina Bianchi
Keyword(s):  
Learning Strategies ◽  
Personal Development ◽  
Teaching And Learning ◽  
Formal Education ◽  
Educational Process ◽  
Corporate University ◽  
Corporate Education ◽  
Corporate Universities ◽  
Important Player ◽  
Technical Teaching

The expressive increase of corporate universities, as an answer to changes in the economic scenario and to the perceived deficiency in the formal education; turn those entities in an important player in the educational process. The preoccupation with teaching and learning strategies is fundamental to the establishment of human competencies: keys to personal development, enterprise growth and, consequently, to the progress of the nations. This article has the objective of promote a reflection on didactics practices used in corporate education, using a case study in a corporate university of an international information provider company. It is not conclusive, but the corporation has a rich environment to use technical teaching and learning resources, but the transformation of the organizational managers into educator is not in place yet.

scholarly journals “Don’t Delay Learning”: Igniting Promotion of Pedagogical Transformation Strategies in Early Childhood Care Education

2021 ◽  
Vol 20 (5) ◽  
pp. 177-188
Author(s):  
Shawe Thulebona ◽  
Nhase Zukiswa ◽  
Dube Bekithemba
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Care Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
To Come

The global pandemic COVID-19 has forced traditional teaching pedagogies to meet the new educational demands such as remote learning. The safety measures and regulations of COVID-19, such as social distancing, have challenged all facets of education to transform their pedagogical strategies to mitigate the spread of the pandemic, but the rate has been slow to catch up the lost learning time in Early Childhood Care Education (ECCE). This study, underpinned in critical emancipatory research, responded to two questions: what are the challenges of ECCE in the context of COVID-19 and how ECCE could adapt ways of promoting transformative pedagogical strategies. This article underpins the notion that ECCE practitioners should be equipped with novel technology methodologies that replace traditional face-to-face teaching and learning. However, it is reasonable to believe that face-to-face teaching and learning will not be totally replaced by any other new methodology or fads; it will remain important for some years to come, especially in the lower level classes. A hybrid approach of using both the in-person and distance learning strategies for flexibility and manageability by both learners and practitioners seems promising at the moment. In short, this paper explores the challenges to explore promotion of pedagogical transformation strategies in ECCE, and offers some correctives because this will be an ongoing issue for years to come. There are no easy solutions to be packaged in fancy terminology. We argue that the early promotion of transformative pedagogical strategies will assist the children and make the practitioners’ work more flexible and understandable.

scholarly journals En språkfundert kompetansemodell for planlegging av undervisning

2016 ◽  
Vol 10 (1) ◽  
pp. 6
Author(s):  
Erik Knain
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
School Science ◽  
General Conception ◽  
School Subjects ◽  
Future Science ◽  
Primary Focus ◽  
Do So

I utdanningsvitenskapelig litteratur er ulike former for ”literacy” et vedvarende fokus både teoretisk og empirisk. I engelskspråklig naturfagdidaktisk litteratur brukes betegnelsen ”scientific literacy”. Jeg skisserer i denne artikkelen et planleggingsverktøy for undervisning som bygger på en eksplisitt teoretisk modell for deltakelse gjennom språk. Modellen er bindeledd mellom et generalisert kompetansebegrep og planlegging av undervisning ved at den knytter sammen de didaktiske spørsmålene hva, hvem, hvordan og hvorfor med en modell for funksjonell deltakelse. Modellen er spesielt relevant for et allmenndannende ”naturfag for alle”, men favner også et naturfag som fokuserer på utdanning av framtidas naturvitere. Artikkelen retter seg mot naturfag i skolen, men modellen bør kunne anvendes også i andre skolefag. Modellen peker mot et situert og transformativt kompetansebegrep.Nøkkelord: naturfag , kompetanse , diskurs , deltakelse, undervisning og læringAbstractVarious forms of literacy have long been the focus of educational discourses, not the least in science education where the term “scientific literacy” has been an enduring concern for decades. In this article I describe a tool for designing teaching based on a theoretical perspective on participation through language. The model connects a general conception of competence with the planning of teaching. To do so it drowe on the didactical questions of “what, who, how and why”. The model is particularly relevant in a “science for all” perspective but also for the educating of future science specialists. Although school science is the primary focus in this article, the model should be applicable to other school subjects as well. The model opens for a situated and transformative notion of competence.Keywords: scientific literacy, discourse, participation, teaching and learning

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