scholarly journals Teaching “Global Warming” through Socioscientific issues-based Instruction

2010 ◽  
Vol 6 (8) ◽  
Author(s):  
Prasart Nuangchalerm ◽  
Boonpeng Kwuanthong
Keyword(s):  
Global Warming ◽  
Socioscientific Issues ◽  
Based Instruction

scholarly journals Socioscientific-Issues Based Classroom Intervention on Grade 10 Students’ Learning Achievement and Scientific Reasoning

2021 ◽  
Vol 7 (2) ◽  
pp. 393
Author(s):  
Linda Khajornkhae ◽  
Prasart Nuangchalerm
Keyword(s):  
Scientific Reasoning ◽  
Learning Organizations ◽  
Science Classroom ◽  
Socioscientific Issues ◽  
Classroom Intervention ◽  
Learning Achievement ◽  
Multiple Test ◽  
Reasoning Test ◽  
Quasi Experimental ◽  
Based Instruction

Socioscientific-issues based instruction can promote science to students as a tool for necessary learning in the disruptive world. This instruction helps students critique and response as its nature of science, gaining higher-ordered thinking, and discussing with scientific reasoning. The objectives of this study were to compare learning achievement and scientific reasoning of grade 10 students. The topic “DNA technology” was employed with 90 grade 10 students from 2 classrooms. The quasi-experimental research was designed by comparing learning achievement and scientific reasoning between 2 learning organizations. The research tools were socioscientific-issues based and inquiry-based lesson plans, the achievement test consist of 30 items of 4 choices multiple test and scientific reasoning test. The statistic used to test the hypothesis was independent t-test. The results indicated that students had no difference score of learning achievement between learning organizations. While socioscientific-issues based learning had score of scientific reasoning higher than inquiry-based learning at the .05 level of statistically significance. The study can summarize that socioscientific-issues based learning can promote scientific reasoning to science classroom.

Unifying Themes in Socioscientific Issues-Based Instruction for Scientific Literacy Development

2021 ◽  
pp. 299-307
Author(s):  
Wardell A. Powell
Keyword(s):  
Real World ◽  
Literacy Development ◽  
Scientific Literacy ◽  
Socioscientific Issues ◽  
Elementary Grades ◽  
College Level ◽  
World Scientific ◽  
Development Section ◽  
Scientific Context ◽  
Based Instruction

This chapter presents the unifying themes in socioscientific issues-based instruction for scientific literacy development. Section 1 presented an overview of how to effectively implement socioscientific issues in the elementary grades to provide students with opportunities to apply science to their everyday lives. Section 2 built upon where the authors left off in section one. In this section, the authors used real-world scientific context to provide opportunities to use character and values and moral reasoning as they think about finding solutions to real-world scientific problems. Section 3 showed the continued use of socioscientific issues with an upward trajectory to enhance scientific literacy at the college level. Section 4 demonstrated socioscientific issues being successfully implemented at the core of the P-12 educational system. In Section 5, the authors revealed the integrative nature among STEM, model-based learning, and socioscientific issues in achieving scientific literacy.

scholarly journals Structuring a New Socioscientific Issues (SSI) Based Instruction Model: Impacts on Pre-service Science Teachers’ (PSTs) Critical Thinking Skills and Dispositions

2019 ◽  
Vol 6 (1) ◽  
pp. 141
Author(s):  
M. Davut Gul ◽  
Hakan Akcay
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Socioscientific Issues ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Analysis Of Covariance ◽  
New Model ◽  
Significant Difference ◽  
Based Instruction ◽  
Instruction Model

The purpose of the study was to propose a new socioscientific issues based instruction model and to investigate the impacts of new model on PSTs’ critical thinking skills and dispositions in climate change unit. Quasi-experimental method was applied. The sample of the study was determined by convenient sampling and it was comprised of 90 junior PSTs. The experimental group in which SSI based instruction was implemented, consists of 45 pre-service teachers, and there were 45 pre-service teachers in the control group. Data was gathered quantitatively with the help of Turkish version of the Ennis-Weir Critical Thinking Essay Test (E-WCTET) and the California Critical Thinking Disposition Inventory (CCTDI).  Analysis of covariance (ANCOVA) was used to determine the impacts of new model on the critical thinking skills and dispositions of PSTs in experiment and control groups. Findings of the study revealed that there is no statistically significant difference between the treatment and the control group's critical thinking skills scores. However, the posttest scores of the treatment group were increased. Also, results indicated that there is a statistically significant difference between the treatment and the control group's critical thinking dispositions scores. Implications for teaching practice are discussed.

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