Students’ Experience of Working with Socioscientific Issues - a Quantitative Study in Secondary School (original) (raw)
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Socio-scientific issues: a way to improve students' interest and learning?
… : 2009 conference: 31 …, 2009
According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex.
Teachers’ Experience of Working with Socio-scientific Issues: A Large Scale and in Depth Study
Research in Science Education, 2012
The research is an investigation of teachers' experience of working with socioscientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the students' interest and learning. The teachers answered a questionnaire after working with the cases and seven of them were interviewed to provide in-depth understanding of issues raised in the questionnaire. The teachers found the SSI to be current topics with interesting content and relevant tasks and they felt confident about the work. They were quite content with the students' learning of scientific facts, how to apply scientific knowledge and to search for information. However, they found that the students did not easily formulate questions, critically examine arguments or use media to obtain information about the task. The interviewed teachers did not find this work new, but they organized it as 'a special event'. They understood SSI work as 'free' work and group work was frequent, but only a few of the teachers developed explicit strategies for teaching SSI. They had different ideas about learning but they all talked about knowledge as a set of facts to be taken in by the students. They all included elements of SSI but mostly to introduce the regular science content. However the teachers started to reflect upon the potential of using SSI to cover more goals in the curriculum.
Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues
Science Insights Education Frontiers
Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific ...
Examination of Secondary School Students' Attitudes towards Socioscientific Issues
2021
The interplay between culture and technology is dynamic. Since ancient times, science has had a major impact on people, and people have determined the general direction of science progress. In this way, there is mutual influence between society and science. Socioscientific issues have emerged as a result of the interaction process between science and society. In this context, it was aimed to examine eighth grade students' attitudes towards socioscientific issues. The study was conducted with 136 eighth grade students studying in a city in the Central Anatolia region of Turkey in the 2018-2019 academic year. Quantitative data collection and analysis methods were used in this study, which aimed to examine the secondary school students’ attitudes towards socioscientific issues. “The Attitudes towards Socioscientific Issues Scale (ATSIS) " was used as data collection tool in the study. According to the findings of the factorial ANOVA test; it was determined that eighth grade st...
Bartın üniversitesi eğitim fakültesi dergisi, 2023
The aim of this study is to make a situation assessment of student views on the processing of socioscientific issues through scientific scenarios.As a sample of socioscientific issues, the 'DNA and Genetic Code' unit, which is included in the secondary school science curriculum, was taken as the basis. The study was conducted with 8th grade students in a public school. As a method, a case study was used, which allowed the students' views to be examined in depth. The data were collected with an opinion form and semi-structured interviews. The opinion form data were analysed by content analysis, and semi-structured interviews were analysed by descriptive analysis. At the end of the study about the teaching of the socioscientific issues of 'DNA and Genetic Code' unit through scientific scenarios, it was revealed that the students thought that their academic achievement increased, scientific scenarios provided permanent learning, scientific scenarios were effective in associating lessons with daily life, and their awareness of social issues increased. According to the findings obtained from the students, the teaching of socioscientific issues through scientific scenarios increases the interest and motivation towards the lesson, makes the lesson enjoyable and fun, and facilitates understanding. In line with the experiences and findings obtained from the applications, suggestions were made for the use of scientific scenarios in the teaching of socioscientific issues.
THE PERCEPTION OF SCIENCE TEACHERS ON SOCIO-SCIENTIFIC ISSUES AND TEACHING THEM
International Online Journal of Education and Teaching (IOJET), 2019
The present research aimed to analyse the perception of science teachers on socio-scientific issues and teaching them. The study group of the research consists of 22 science teachers (14 females, 8 males) working in 7 secondary schools in Sinop, who were determined according to the convenience sampling method. The case study as one of the qualitative research designs was adopted. The data source of the research consists of a questionnaire on teaching socio-scientific issues. The data of the research were obtained through focus group discussions and observation notes. The data obtained from the research were analysed according to the content analysis technique. As a result of the research, it was found out that most of the science teachers had not heard of the concept of SSI (socio-scientific issues) before. It was seen that teachers who did not have knowledge about SSI generally defined it as scientific issues that concern society and had difficulty in giving examples. It was determined that most of the teachers did not know to which learning area in the science curriculum SSI belonged. Teachers who stated that they mostly use the direct instruction, case study and discussion methods in the teaching of SSI in science course emphasised that the SSI teaching process makes positive contributions to the development of student skills like critical thinking, decision making and communication.
Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 2020
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ADVANTAGES AND DISADVANTAGES OF SOCIOSCIENTIFIC ISSUE-BASED INSTRUCTION IN SCIENCE CLASSROOMS.pdf
The social roles and responsibilities expected from citizens are increasing due to changing global living conditions. Science education is expected to prepare conscious and sensitive students because today’s students are the adults of the future. To do so, the main pre-requisite is quality teacher education. In the past decade, one of the most important research fields of science education has become socioscientific issues. The purpose of this research is to explore advantages and disadvantages of socioscientific issue based instruction in science classrooms according to prospective science teachers’ views. A qualitative single case study design has been utilized. Prospective science teachers’ diaries and focus group interviews were used as data collection tools. Dolphinariums, Kyoto Protocol, genetically modified organisms, recyclable black bags’ benefits and damages, genetic tests, alternative energy sources and organ donation are examples of socioscientific issues, which are taught through activities in special teaching course. Findings of the study show that the advantages of socioscientific issue based instruction in science classroom are comprised of six sub themes that are upskilling, social awareness, development of thinking, meaningful learning, character and professional development, contribution to scientific literacy whereas disadvantages of this instruction process are challenges to teachers and students, limitations of teaching and learning process in prospective science teachers’ perspectives. Keywords: Science Education, Socioscientific Issues, Prospective Science Teachers
International Journal of Information and Education Technology
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 conceptualiza...