scholarly journals Socioscientific Issues within Science Education and their Role in Promoting the Desired Citizenry

2020 ◽  
Vol 31 (2) ◽  
pp. 203-208
Author(s):  
TBM Chowdhury ◽  
◽  
Jack Holbrook ◽  
Miia Rannikmäe ◽  
◽  
...  
Keyword(s):  
Science Education ◽  
Socioscientific Issues

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 Socioscientific Issues in Science Education: An opportunity to Incorporate Education about Risk and Risk Analysis?

Risk Analysis ◽  
2021 ◽  
Author(s):  
Linda Schenk ◽  
Karim Hamza ◽  
Leena Arvanitis ◽  
Iann Lundegård ◽  
Andrzej Wojcik ◽  
...  
Keyword(s):  
Science Education ◽  
Risk Analysis ◽  
Socioscientific Issues

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 mSphere of Influence: No More Excuses—Addressing Race, Racism, and Socioeconomic Issues in the Science Classroom and Laboratory

mSphere ◽  
2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Pascale S. Guiton
Keyword(s):  
Science Education ◽  
Science Classroom ◽  
Socioscientific Issues ◽  
Real Space ◽  
Faculty Of Color ◽  
Science Courses ◽  
Link Type ◽  
Socioeconomic Issues

ABSTRACT Pascale Guiton works in the field of parasitology at a primarily undergraduate institution. In this mSphere of Influence article, she reflects on her difficulties as a faculty of color to discuss socioscientific issues in her classrooms. T. D. Sadler’s article “Situating socio-scientific issues in classrooms as a means of achieving goals of science education” (in T. Sadler, ed., Socio-Scientific Issues in the Classroom. Contemporary Trends and Issues in Science Education, vol. 39, https://doi.org/10.1007/978-94-007-1159-4_1, 2011) made an impact on her by providing her with a framework that allows her to effectively address matters of race, racism, and disparities in the context of science courses, bringing together her identity, her students’ experiences, and her perceived role as a scientist-educator. She urges scientist-educators to make real space in their curricula to address these issues.

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