Search

This study investigated the predictive effect of 11th grade Taiwanese students' (N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy. [ABSTRACT FROM AUTHOR]

Researchers have long called for integrating socio-scientific issues (SSIs) in science instruction, recognizing the importance of connecting science learning with societal challenges. Our proposed three-day unit design addresses SSIs in secondary school science classrooms. We present the implementation of SSIs by showcasing an issue related to solar energy and land use. By incorporating real case issues from a Midwestern state in the United States, students immersed themselves in a relevant local problem. We design role-play activities and a town hall meeting to engage students in multiple perspectives of the issues. This design centers the students' ideas and invites them to (1) act as residents of the proposed solar farms, (2) think as experts in solar energy, such as electrical engineers and environmental scientists, and (3) share their viewpoints in town hall meetings. We follow the 5E instruction model (engage, explore, explain, elaborate, and evaluate) and dramatic inquiry approach to support the students in making evidence-based decisions and becoming responsible citizens. This SSI unit design serves as inspiration for secondary science teachers to incorporate interdisciplinary pedagogy in their curriculum to enhance students' scientific literacy and promote meaningful science learning. [ABSTRACT FROM AUTHOR]

Differentiated instruction (DI) is a teaching approach that aims to achieve learning for students of diverse backgrounds, abilities, and interests. This study explores STEM teacher candidates' (TCs') development of DI-focused curriculum using case studies of socio-scientific issues (SSI). The paper addresses the following research question: How well suited are case studies of socio-scientific issues to incorporate differentiated instruction? The paper adopts a qualitative method approach utilizing document analysis, in which the authors present the analysis of seven case studies of SSI developed by 18 TCs. Overall, the results convey that TCs showed very good integration of DI principles and practices in the case studies. TCs differentiated the process of teaching most followed by the product of learning; yet showing a need for more training in content differentiation to attend to students' needs, backgrounds, and academic levels. Furthermore, the research highlights the compatibility between DI and case studies of SSI, rendering them as promising tools to differentiate instruction. This research equips science teachers and curriculum designers with practical resources and strategies to implement DI, to ensure equitable education for all students. Implications for STEM teacher education research and practice are also highlighted. [ABSTRACT FROM AUTHOR]

The perception of eight invasive alien plant species (IAPS) by 311 children and young people (10–24 years old) and their choice of management options were investigated, either with or without prior information about the IAPS given. In the first questionnaire, photographs of the IAPS (four terrestrial herbs, one tree and three aquatic plants) were presented, but their invasive status was not revealed. Participants characterized each plant by five opposing attributes, e.g. unwanted – wanted. In a consecutive second questionnaire, half of the participants were informed about the invasive character of the plants, the other half not. Both groups then evaluated various management options. Plants with attractive flowers were considered most beautiful and wanted. Moreover, if participants perceived an IAPS as familiar, they considered it native. Participants with information about the IAPS were more likely to choose containment or eradication and were also more able to justify their management decisions in a considerate manner. Participants without information were more likely to choose no intervention, especially in case of flowering forbs. The findings indicate that even a brief information about IAPS might help young people to make informed decisions when dealing with invasive species. [ABSTRACT FROM AUTHOR]

Background: This study examined the effect of computer‐supported collaborative argumentation (CSCA) on secondary school students' understanding of socio‐scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI. Methods: In this study, a mixed‐method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence‐based argumentation skills on SSI. Findings and Conclusion: Several cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI. Implications: The findings provided insights for future innovative teaching and learning SSI in authentic classroom settings. Lay Description: What is already known about this topic: Socio‐scientific issues (SSI) serve as meaningful learning contexts for meaning‐making and critical problem‐solving.Computer‐supported collaborative argumentation (CSCA) could help with students' SSI literacy. What this paper adds: The effectiveness of a graph‐based CSCA approach on students' SSI literacy.The patterns of students' engagement in CSCA on SSI. Implications for practice and/or policy: With its shared working space, the graph‐based CSCA platform could be an effective tool in supporting secondary school students' evidence‐based argumentation skills on SSI.Students could benefit from appreciating peer idea exchange and offering constructive feedback to each other during the CSCA activities. [ABSTRACT FROM AUTHOR]

Science teaching and learning is facing a new dilemma. It has to move from its old perception of science as a purely positivistic and value-free enterprise into regarding it as what it really is: a value-laden human endeavour characterised by historical, cultural, social and political parameters. Science teachers now have to deal with ethical, and social issues encountered in their teaching of science. In essence school science has moved from its conventional form of being a pure science to more of a social subject that has to talk about day to day social and ethical issues. This conceptual paper explores the problems that science teachers face in their teaching. The paper goes further to suggest radical approaches that teachers may use to teach these issues successfully. The incorporation of radical approaches is relevant in order to address this issue which has the potential to adversely affect the teaching and learning of science. Relevant examples from the South African context are cited throughout the paper. [ABSTRACT FROM AUTHOR]

Abstrak: Rendahnya kemampuan komunikasi siswa berpengaruh terhadap argumentasi ilmiah, dalam berargumentasi dibutuhkan kemampuan bernalar kritis yang merupakan salah satu dimensi Profil Pelajar Pancasila. Pemanfaatan bahan ajar berperan penting dalam suatu pembelajaran sehingga dapat menstimulasi dan merangsang aktivitas belajar siswa. Tujuan penelitian ini adalah menghasilkan e-modul dalam pembelajaran IPA berbasis Socio-Scientific Issues dengan fokus materi bumi dan tata surya dalam meningkatkan argumentasi ilmiah dan Profil Pelajar Pancasila yang valid dan sesuai dengan kebutuhan di lapangan. Metode yang digunakan adalah penelitian dan pengembangan dengan mengadaptasi model pengembangan Plomp. Model Plomp terdiri dari tahapan Preliminary Research, Prototyping Phase, serta Assesment Phase namun penelitian ini dibatasi hanya pada Prototyping Phase. Hasil validitas e-modul pembeljaran IPA berbasis Socio-Scientific Issues oleh tiga validator meliputi beberapa aspek, diantaranya : aspek kegrafikan, bahasa, kepraktisan, materi serta penyajian dengan persentase rata-rata sebesar 93% dengan kategori sangat valid. Hal ini menunjukkan bahwa e-modul yang telah dikembangkan memiliki kualifikasi layak digunakan. Abstract: Low student communication skills influence scientific argumentation, in arguing requires critical skills that are one of the dimensions of Student Profile Pancasila. The use of teaching materials plays an important role in learning so that it can stimulate and stimulate student learning activity. The aim of this research is to produce an e-module in IPA learning based on Socio-Scientific Issues with a focus on earth and solar system matter in improving scientific arguments and valid and relevant Pancasila Student Profiles in accordance with the needs of the field. The method used is research and development by adapting the Plomp development model. The Plomp model consists of the Preliminary Research, Prototyping Phase, as well as Assessment Phase but this research is limited only to the Prototypping Phase. The validity of the e-module of IPA publishing based on Socio-Scientific Issues by three validators covers several aspects, among them: graphics, language, practicality, material and presentation with an average percentage of 93% with a very valid category. It shows that the e-module that has been developed has a qualifying worth using.

The use of a jigsaw type cooperative learning model based on socioscientific issues in nervous system material can be used as a way to provide students with argumentation skills. This research aims to obtain information regarding the application of jigsaw type cooperative learning based on socioscientific issues in improving students' argumentation skills regarding the nervous system. This research uses classroom action research methods. The sample in this study was class XI students consisting of 36 people. The results of this research show that there is a significant difference in the average between before and after action research in argumentation skills. In cycle 1, the pretest score achieved argumentation level 1 (score 64.36), while in the posttest score achieved argumentation level 2 (score 72.75). After treatment in cycle 2, namely the application of jigsaw type cooperative learning based on socioscientific issues, it was able to improve students' argumentation skills. The posttest score achieved argumentation level of 3 (score 76.17) becomes a score of 80.39 with an argumentation level of 4. So, based on this classroom action research, the application of jigsaw type cooperative learning based on socioscientific issues and improves students' argumentation skills in nervous system material.

This meta-analysis looked at how well students' conceptual understanding, environmental attitudes, and pro-environmental conduct were improved by the Socio-Scientific Issues (SSI) approach based on the literature (2017-2021). The research demonstrated the efficacy of SSI techniques such as argumentation, case-oriented approaches, and problem-based learning by analyzing a wide range of studies. The findings showed a strong positive influence on students' understanding of intricate environmental concerns and their propensity for sustainable conduct. While the study found that the SSI approach fosters critical thinking and involvement in several noteworthy ways, it also uncovered potential publication biases in certain aspects. Furthermore, to improve the robustness and application of SSI-based interventions in climate change education, the research stressed the necessity of context-specific strategies and interdisciplinary collaboration. Overall, the results highlight how the SSI approach can cultivate proactive, environmentally conscientious, and knowledgeable citizens who are ready to take on urgent global concerns.

The aim of this study was to evaluate the arguments of social studies pre-service teachers on sociological issues in terms of human rights and freedoms. The study group consisted of 50 social studies pre-service teachers from a public university in the Western Black Sea region. The case study design, one of the qualitative research methods, was used in the study. The study was carried out online for a total of 4 weeks, 2 hours per week, within the Science Technology Society course, and a week was allocated for each socio-scientific issue. The study data were collected with a written argumentation form and analyzed with content analysis. At the end of the study, participants' arguments on socio-scientific issues were associated with personal rights, equality rights and solidarity rights. The results of this study can be recommended to teachers and pre-service teachers as a model that they can apply in their lessons on socio-scientific issues. [ABSTRACT FROM AUTHOR]

Learners are expected to discuss and debate, using scientific evidence, the Socio-Scientific Issues (SSI) that often overlap with personal experiences and ethical dilemmas. This study investigated the reasoning of 24 Grade 8 Lebanese students when arguing about a scientific scenario as opposed to an SSI. It also examined how students make decisions and reason about SSIs. Results showed that students' reasoning is more emotional in socio-scientific contexts than in scientific ones. Also, scientific reasoning was based on macroscopic (observed) characteristics of the phenomenon in an SSI but was based on microscopic (cellular/molecular details of mechanisms) features of the phenomenon in scientific contexts. Cultural, social, and ethical considerations influenced students' decisions and reasons when constructing arguments. We discuss the results in light of the literature on reasoning about SSIs and provide instructional implications on how to teach argumentation within SSIs to enhance student reasoning. [ABSTRACT FROM AUTHOR]

Existing literature attests to the importance of assessing the learning enjoyment and learning interest of students toward socio-scientific issues (SSI). However, there are few existing studies that examine how ecological stimuli, which are crucial to young learners' perceptual development and the shaping of ethical judgment, predict their learning enjoyment and learning interest in SSI. This investigation addresses this gap in the available literature by investigating and assessing the effects of self-perceived influences of three ecological stimuli constructs—textbooks, family/classmates, and news media—on a learning interest in SSI construct and a learning enjoyment from SSI construct among Taiwanese high school students. A structural equation model consisting of these five constructs was fitted to data collected from 966 students. Results show that influence on students' ethical judgments from textbooks and news media directly predict learning interest in SSI, with effects partially mediated by learning enjoyment from SSI. The influence of family/classmates on students' learning interest was fully mediated by learning enjoyment. The role of enjoyment and learning interest as predictors of these outcomes is discussed within the context of genuine interest in learning SSI content. The value and implications of these results for science education specialists and interest researchers are forwarded and suggested directions of future investigation submitted. [ABSTRACT FROM AUTHOR]

The aim of this study is to increase pre-service science teachers' awareness of climate change through online argumentation activities. The study prepared pre-service training content based on online argumentation to increase climate change awareness. For the training, activities were prepared based on online argumentation for the sub-dimensions of climate change, which are content knowledge, awareness of the effects of climate change, awareness of personal initiatives, awareness of industrial initiatives, and tendencies towards preventing climate change. Expert opinions were taken about the activities and then they were finalized. Data was collected through an open-ended questionnaire applied as pre- and post-test. 32 pre-service science teachers from 22 different universities across Türkiye participated in the online training. The climate change awareness form was applied before and after the training. Data was analyzed using a content analysis approach. As a result of the study, it was observed that there was a significant difference in the pre-service teachers' content knowledge of climate change, and they provided more justifications in the sub-dimensions of climate change awareness after the training, and their awareness increased. [ABSTRACT FROM AUTHOR]

Research shows that learning enjoyment in specific socio-scientific issues (SSI) plays an important role in predicting grade 10 students' learning interest and learning enjoyment (i.e., genuine interest) in SSI subjects generally. However, it remains unexplored whether learning enjoyment also mediates a predictive effect of learning interest in a Big Science SSI of pressing contemporary global concern--COVID-19--on grade 12 high school students' learning interest in SSI generally. The purpose of this study is to investigate how learning enjoyment may mediate the predictive effect of learning interest in the specific Big Science SSI of COVID-19 specifically on students' learning interest in SSI subjects generally. Latent variable modeling using data collected from grade 12 students (N = 691) showed personal perceptions of learning enjoyment in SSI partially mediated the predictive effect of learning interest in the SSI of COVID-19 on learning interest in other Big Science SSI subjects. Implications for promoting among science educators and policy specialists the active development of students' individual interests and involvement in other 21st century Big Science SSI challenges are forwarded. [ABSTRACT FROM AUTHOR]

Teacher roles and classroom discourses have great influence on classroom discussions within the context of socio-scientific issues. Investigation of teacher roles and classroom discourses is of great importance in the construction of the classroom environment in which students can support their views and the reasons underlying their views through scientific data in cases such as Covid-19 requiring decision-making at community level. The purpose of the current study is to investigate the roles adopted by science teachers in bringing the socio-scientific issue of Covid-19 vaccine into their classrooms and whether the communicative approach they employed and the teacher roles they adopted complied with the discourses they drew on in their classes. The study employed the case study design, one of the qualitative research methods and the study group was comprised of three science teachers and the students in their classes. As the data sources, video-recordings of the teachers' lessons and the vignettes related to the roles adopted by the teachers in addressing socio-scientific issues were used. The similarities and differences between the roles adopted by the teachers and the discourses used by them were examined and the communicative approach used by the teachers in their lessons was analyzed through discourse analysis. It was found that the reasons proposed by the three science teachers to explain why they adopted these roles complied with their discourses used in the classes. It was observed that the more experienced teachers offered more opportunities for their students to talk in their classes (used dialogical discourse) and that the roles adopted by all the teachers and the discourses used by them in their classes were consistent with each other. Students are required to speak scientifically and actively participate in science lessons. However, the teacher's role in the classroom environment, classroom interactions, and the quality of this interaction are very important for this. [ABSTRACT FROM AUTHOR]

While researchers have stressed the importance of engaging students in activities that enhance their reasoning practices, few have scrutinised the factors that impact the reasoning involved in such activities. We explored the role of attitudes in student-group interactions concerning a climate change-related socio-scientific issue and how those attitudes emerged from the reasoning process. We applied Martin and White's [(2005). The language of evaluation: Appraisal in English. Palgrave Macmillan] appraisal framework for studying attitudes in oral language to analyse two student groups involved in a discourse as they constructed arguments supporting further petroleum exploration. The two groups displayed unique patterns of attitudes towards additional exploration: one group displayed strong, positive attitudes, while the other displayed varied attitudes, including doubt and insecurity. These more complex attitudes in the second group were important to how these students reasoned about the issue, enabling them to appreciate the complexity of the issue, as the expression of multiple perspectives and doubt opened a richer inquiry into the socio-scientific issue, enhancing the quality of their reasoning. Our findings point to the significance of considering students' attitudes when organising activities were students' reason about a socio-scientific issue. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Distance Education (1672-0008) is the property of Zhejiang Open University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to investigate the effectiveness of science, technology, engineering, and mathematics (STEM)-based activities on middle school students' views about socio-scientific issues. The research was designed according to a case study. The study was carried out on 16 seventh-grade students from the eastern part of Türkiye. Over a period of 24 weeks, in the fall and spring semesters, students participated in STEM activities focused on socio-scientific issues. Data collection tools included the socio-scientific issues interview form, student diaries, field notes, and informal interviews. Content and descriptive analysis methods were employed to analyze the data. The results showed that students' views on socio-scientific issues significantly improved, including their knowledge, sensitivity, awareness, ability in scientific reasoning, thinking habits, willingness to conduct research, ability to find solutions, and capability to prepare projects related to socioscientific issues. [ABSTRACT FROM AUTHOR]

This study aimed to obtain the analysis results of the needs for science teachers in STEM learning on socio-scientific issues. The study involved 135 respondents from various education stakeholders such as Dinas Pendidikan or education department, education and training institutions, and secondary school science teachers. This study utilized a descriptive method. The data were obtained using document analysis instruments, observation guidelines, questionnaires, interview guidelines, and field notes. Then, the data were analyzed descriptively. The results of this study showed that the implementation of STEM training programs was rated in the good category (76%). Teachers still find difficulties in integrating STEM into their teaching due to their lack of understanding of STEM, limited examples in STEM learning, and poor collaboration between teachers in setting learning objectives, scenarios, LKPD, and STEM assessments associated with SSI. Based on the findings through the selected research instruments, the needs of teachers in integrating STEM into their teaching are as follows: 95.5% of teachers stated that STEM integration training was needed, 76.5% of teachers thought that education and training should be sustainable, 77.3% of teachers stated that there was a need for collaboration in the MGMP community, and 72.7% of teachers think they need integrated examples of STEM learning. Furthermore, there are other things required in the training program, which are the utilization of ICT in training, teachers' active participation in preparing the training program, synchronous activities through online meetings and mentoring, and incorporating socio-scientific issues in STEM learning. [ABSTRACT FROM AUTHOR]

Issues-based science education represents a suite of approaches for science teaching and learning that prioritizes contextualization of learning experiences in real-world issues that are societal problems. These approaches have grown in prominence in terms of research and classroom applications over the last decade, but issues-based teaching remains challenging and has not been fully realized in educational settings. The gap between the positive potential of issues-based science education and the reality of science learning spaces creates opportunities for innovation. The purpose of this special issue is to explore ways in which educational technologies can be used to promote innovations that narrow this gap. This introduction to the special issue offers a brief overview of how technologies could be used to enhance issues-based teaching and summarizes trends that emerge across the seven articles that make up the special issue. [ABSTRACT FROM AUTHOR]

Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment. Here, we present the findings from the 2020–2021 school year pre-/post-implementation of a 3-week, model-based climate education curriculum module (EzGCM). Results from the three teachers and their students (n = 240) within a single high school located in a midwestern state suggest that the technology-enhanced curriculum positively impacted students' knowledge gains, regardless of the teacher who taught the course. We highlight the importance of using interactive tools, such as GCMs, in the classroom to facilitate both conceptual and epistemic learning. The engagement of students with the model and their teachers played a crucial role in enabling students to assess their own misconceptions, shift their belief systems, and develop a deeper understanding of the subject matter. [ABSTRACT FROM AUTHOR]

This meta-analysis evaluated how well learners’ conceptual understanding, environmental attitudes, and pro-environmental behavior were improved by the Socio-Scientific Issues (SSI)-based approach based on the literature (2017–2021). The research analyzed various studies on the efficacy of SSI-based techniques, such as argumentation, case-oriented approaches, and problem-based learning. The findings showed a strong positive influence on learners’ understanding of intricate environmental concerns and their propensity for sustainable conduct. While the study found that the SSI-based approach fosters critical thinking and involvement in several noteworthy ways, it also uncovered potential publication biases in certain aspects. Furthermore, the research stressed the necessity of context-specific strategies and interdisciplinary collaboration to improve the robustness and application of SSI-based interventions in climate change education. The results highlight how the SSI-based approach can cultivate proactive, environmentally conscientious, knowledgeable citizens ready to address urgent global concerns. [ABSTRACT FROM AUTHOR]

This study made a preliminary attempt to conduct a needs assessment of teachers' utilization of the SSI-based approach in teaching Science by exploring Filipino teachers' awareness, perceived need, readiness, and willingness. It also aimed to determine which among the demographic profiles of the teachers had significant differences in their perceived need and readiness. A needs assessment using a quantitative survey research design was used in this study. The data-gathering procedure was done using a validated online survey questionnaire with a Cronbach alpha of 0.89. A total of 124 science teachers participated in this study throughout the two-week implementation. Descriptive and inferential statistics were used to analyze the data gathered from this study. Results revealed that more than fifty percent of the teachers were highly aware of the SSI-based approach and perceived the need for its implementation in science classes. Teachers were also willing to participate in an SSI training program to learn more about it and develop their own SSI-related materials. Furthermore, gender and specialization significantly differed in teachers' perceived needs, while specialization significantly differed in readiness. Results obtained from this study can be used as a basis for exploring teachers' perceptions and views of implementing the SSI-based approach. [ABSTRACT FROM AUTHOR]

Socio-scientific issues (SSI) has been shown to serve as a useful learning context in K-12 education, not only to help students improve their scientific literacy and develop 21st century skills such as argumentative and decision-making but also to promote students' sense of self-efficacy and civic responsibility. From the perspective of highly cited papers, combined with the relevance model of science education, this review conducted a systematic review of the top-50 most-cited articles in SSI in K-12 research in the Web of Science database and made a diagnostic evaluation of them according to the relevance model of science education. The results showed that the effects of teaching intervention on the nature of science is the most emphasized theme. High school students are the most focused demographic, and energy is the most highlighted topic. The relevance model of science education shows imbalances in dimensions, imbalances between present and future, and imbalances between intrinsic and extrinsic factors. This review thematically illustrates what is known and what needs to be known for future research of SSI in K-12 education. On this basis, the research trend and future education measures of SSI in K-12 education are put forward, and the further integration of SSI into school education is proposed. [ABSTRACT FROM AUTHOR]

In education, a crucial aspect of teaching lies in the teacher's ability to create suitable learning media. As society evolves, so does the need to align the content of classroom media with the emerging socio-scientific issues (SSI) garnering attention. Socio-scientific issues are social issues related to science. We initiated a specialized training program to develop comics with SSI content for elementary and junior high school teachers to address this. Comics are selected as the media due to their inherent advantages in visual representation and simplification of complex concepts, facilitating easier dissemination in the classroom. Drawing on the TPACK framework and comics theory as the foundation in our interview with teachers, our study primarily focused on identifying challenges and opportunities encountered during training. This investigation reveals two themes of challenges and opportunities in technology and human resources. The findings of this study will serve as a fundamental basis for designing and implementing subsequent training sessions, specifically targeting the areas identified as problematic in the initial stages. By enhancing teachers' proficiency in developing SSI comics, we seek to promote effective engagement and understanding of socio-scientific issues in educational settings. [ABSTRACT FROM AUTHOR]

The Next Generation Science Standards (NGSS) define science literacy as having the knowledge and understanding of scientific concepts and processes and the ability to question natural world phenomena (National Research Council 2012). When students engage with texts that deal with real world issues, they can look for claims supported by evidence and work with reasoning of other students through interactive conversations about the data and sharing of ideas. Therefore, integrating scientific arguments into the classroom is an important step in developing scientific literacy as it helps students engage in authentic learning through a variety of practices and methods to construct and evaluate claims and evidence. In our teaching and professional learning programs, we address the question of how to meaningfully assess students' science literacy and ability to engage in science argumentation through a CER framework that incorporates the Next Generation Science Standards. The answer to our inquiry was the development of Scenario-based Assessments (SBA). This article explains the elements of an SBA and presents a template and example of SBAs that could be used in middle and high school STEM classrooms. [ABSTRACT FROM AUTHOR]

This research aims to develop socio-scientific issues (SSI) content on chemical bonding material and is used to measure students' chemical literacy abilities. Currently, the chemistry literacy level of high school students is still relatively low, so a process of reconstructing the structure of chemistry learning content that is linked to real-life contexts is needed. One way to develop this material is to include SSI content in learning. SSI content includes articles containing reading and images as augmented reality (AR) markers, which will later be linked to AR technology on smartphones so that students' chemical literacy can increase. This study uses the R&D method with the ADDIE design. Research instruments used include material validation, media validation, student response tests, and chemical literacy pre- and post-test instruments. The results of SSI content validation have been declared feasible for use in learning (91.58% material validation; 91.33% media validation; 91.57% student responses). The implementation results show that SSI content has a significantly positive effect on students' level of chemical literacy skills. Student responses also show that the SSI content developed is easy to understand and motivates students to learn. [ABSTRACT FROM AUTHOR]

This study aimed to investigate research trends related to socio-scientific issues (SSI). The SSI articles analysed were from highest-rating five science education journals with the highest impact ratings, published between 2011 and 2022, including Science Education [SE], Journal of Research in Science Teaching [JRST], Science and Education [S&E], International Journal of Science Education [IJSE], and Research in Science Education [RSE]. A total of 87 selected relevant SSI articles were analysed to determine research types, research topics, research sample groups, research sites, and authors with the most citations. According to the research findings, IJSE articles are the most widely published articles compared to other articles of similar journals. It is revealed that the most discussed issues in those articles of IJSE are argumentation and decision-making, followed by the nature of science. Pupils in middle and high schools constitute the largest sample groups. The continent that has been widely selected as research sites is European continent. Meanwhile, the country with the most research sites is the United States. The data collection tool most frequently used in the research is interview. S&E's Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry articles are the most cited articles. Challenges such as addressing efficacy, emotion, and attitude remain noticeably unexplored in SSI studies. Furthermore, exploratory studies on SSI for early childhood education. [ABSTRACT FROM AUTHOR]

Incorporating cultural aspects into science education has recently been stressed in many non-Western societies. However, Chinese traditional cultures are rarely discussed in Chinese science classrooms. Hence, a teaching intervention integrating Confucian ecological ethics and education for sustainable development in secondary chemistry classrooms was designed, implemented online due to the COVID-19 pandemic, and analyzed. It focuses on discussing aspects of Confucian ecological ethics in the context of a lesson plan on the socio-scientific issue of plastic use. Sixty-five 10th-grade students from an urban key public high school in Beijing voluntarily attended this research. Based on the analysis of their feedback it is suggested that Confucian ecological ethics can improve students' environmental awareness. Most students acknowledged that Confucian ecological ethics could promote Chinese sustainability-oriented chemistry education with a value-oriented approach. [ABSTRACT FROM AUTHOR]

Copyright of Biology Teaching is the property of East China Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to assess the quality of arguments and informal reasoning abilities of pre-service science teachers concerning various socio-scientific issues, utilizing dilemma cards. The case study method, a qualitative research approach, was employed, involving 12 pre-service science teachers. Participants completed the dilemma cards over a 12-week period. The analytical procedure for these cards incorporated content analysis. Findings from the study indicated that participants were often unable to construct a comprehensive argument that considered all argumentative components, such as claim, evidence, support, and rebuttal. While some participants displayed a modicum of success in the components of claim, evidence, and support, they typically provided insubstantial examples in the rebuttal dimension. Upon examining the nature of arguments based on context, it was discerned that the quality of arguments about nuclear energy differed slightly from those about other socio-scientific issues. Nevertheless, context did not significantly influence the quality of arguments for 11 other socio-scientific topics. Furthermore, the study noted variations in the dimensions of informal reasoning across different socio-scientific issues. It was subsequently inferred that the context might influence informal reasoning. Additionally, it was observed that participants tended to focus more on the ecological dimensions of informal reasoning and less on the ethical-aesthetic dimensions. Recommendations were put forth to enhance both the quality of arguments and informal reasoning abilities.

The emergence of COVID-19 favoured the development at Université de Montréal of an educational initiative aimed at promoting modelling and simulation in teaching and learning postsecondary mathematics. In our learning activities, modelling is not reduced to curve fitting; software is used and questions are asked to get a deeper understanding of the structure of a situation. In particular, compartmental epidemiological models were the topic of activities using digital tools (Insight Maker and Excel) that generated interest among teachers and students. With the possibilities offered by such tools of reflecting more adequately the complexity of the situation, we considered it relevant to model the perceptions related to significant effects of nonpharmaceutical interventions (NPIs) as well as the apparent social divide in behaviours regarding mandated measures and its effect on the epidemic. A study carried out on these aspects, based on data collected in Québec, led us to develop a new model which could form the basis for a new activity and be explored and further refined by students. This work leads to considering a social dimension to the teaching of modelling with differential equations and to include this teaching in the development of critical thinking. [ABSTRACT FROM AUTHOR]

Since the start of the COVID-19 pandemic, there has been a surfeit of information and misinformation in the media about it. The lockdown in England meant that schools were closed from March to June, meaning that students had limited access, in school, to ask questions and discuss the biology of the novel virus (SARS-CoV-2) or the impact of the pandemic on themselves, their families and friends. In this small-scale exploratory study, we decided to ask students (15–16-year-olds) on their return to school in June 2020 and in September 2020, what they wanted to know about COVID-19. Findings show that their questions were similar at both time points, indicating that students wanted to know the same things. This suggests that despite the high volume of information available in the media, some of the students' questions had not been answered or that sources of information were confused and at times contradictory. Interestingly, the questions they asked were based on reliable sources of news rather than fake news, and this finding seems to contradict the literature that indicates young people are prone to believing misinformation. The implications for teaching and learning about COVID-19, and other zoonotic diseases as socio-scientific issues are discussed. [ABSTRACT FROM AUTHOR]

A shift from teaching to learn to learning to think is necessary to promote critical thinkers. Since teachers tend to replicate the educational models they have experienced as students, new references are needed. In order to address these concerns, we present an interdisciplinary intervention in initial teacher education and analyse its impact on teachers' critical thinking and awareness of the importance to promote it. The intervention is based on the potential of socio-scientific issues to support argumentation and provide meaningful contexts for graph interpretation. The content analysis of participants' responses before and after inquiring about climate change shows an increase in the level of argumentation and the capacity to read beyond data, providing evidence of the development of critical thinking. In addition, pre-service teachers explicitly refer to their future responsibility in preparing students to face current challenges, demonstrating awareness of the need to promote critical thinking. [ABSTRACT FROM AUTHOR]

Many museums deal with socio‐scientific issues—meaning topics with multiple perspectives and ongoing research, such as climate change, vaccinations, or livestock farming. As important and trusted sources of science education, museums can play a critical role in raising awareness about such issues. They tend to highlight the various perspectives on the topic and thereby are able to provide a balanced and impartial information presentation. Visitors are therefore confronted both with views that correspond to their own beliefs and with views that contradict their beliefs and are supported in developing an informed opinion on the respective topic. In our study, we used an experimental exhibition on the topic "animal husbandry" to investigate the extent to which, first, an exhibition visit in general and, second, how different picture captions affect knowledge acquisition and interest. We chose a between‐subjects design with the factor conflict framing through picture captions. Whereas one group visited an exhibition in which the picture captions were formulated neutrally, another group read picture captions that emphasized the existing conflict. A control group, which did not visit the exhibition at all, allowed us to examine the general effect of the exhibition. As dependent variables, we chose interest and knowledge acquisition as common instruments of educational visitor research. However, we went one step further and used an innovative instrument: visitors' argument repertoire. We found that visiting the exhibition led to higher interest, knowledge acquisition, and a more balanced argument repertoire. Varying the captions had no significant effect. Implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

This study aims to develop learning media integrated module applications based on socio-scientific issues enriched by augmented reality on electrolysis cell material and test the feasibility and validity of chemistry learning media products developed. The research method used is research and development (R&D) using the 3D model adopted from the 4D model developed by Thiagrajan et al. (1974: 5), which consists of 3 stages, namely: define, design, and development. This research is only limited to the development stage. The instruments used in this research are validation and readability test questionnaires. The validators consisted of 2 people, namely one lecturer from the Chemistry Department of the State University of Malang and one chemistry teacher from SMAN 2 Batu, as media and material experts. The readability test was conducted on 29 undergraduate students of the Chemistry Education class 2022 at the State University of Malang, assuming they had taken the subject during class XII in senior high school. The results showed that the validity of the material and media included very feasible criteria with 98.24% and 96.81%, respectively, in addition to the average of all aspects of the readability test assessed having a percentage of 91.77%. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

During the COVID-19 pandemic, the unexpected lockdown of schools brought many challenges to redesigning the teaching and learning of chemistry at the secondary schooling level. The demand for online teaching under COVID-19 conditions was, however, also an opportunity to reflect on introducing new content, pedagogies, and media. This paper reflects on the implementation of a chemistry lesson plan focusing on the socio-scientific issue of ethanol used for hand sanitizers in Italy. Ethanol is possibly the most common ingredient of hand sanitizer lotions and provides an authentic context for the learning of and about chemistry. The objective was to promote students' awareness of the deep interconnections between science, society, ethics, and the environment through a socio-scientific issues-based approach. [ABSTRACT FROM AUTHOR]

This action research aims to develop the scientific explanation ability of grade 11 students to pass the good level up criterion using socio-scientific issues learning in biology on the topic respiratory system. The target group consisted of 17 students in grade 11 students. The research instrument were lesson plans of instrument using socio-scientific issues learning, scientific explanation test, student behavior observation, semi-structure interviews, and student journal. The data were analyzed by descriptive analysis. The results showed in the first cycle, 17 students score did not pass the good level, students received an average scientific explanation score of 3.82 out of a total of 12 points, representing 31.86%. In the second cycle, students received an average scientific explanation score of 7.47 out of a total of 12 points, representing 62.25%, 14 students score did pass the good level, 3 students score did not pass the good level. In the third cycle, students received an average scientific explanation score of 10.82 out of a total of 12 points, representing 90.20%, 17 students score did pass the good level. [ABSTRACT FROM AUTHOR]

This study aims to develop learning media integrated module applications based on socio-scientific issues enriched by augmented reality on electrolysis cell material and test the feasibility and validity of chemistry learning media products developed. The research method used is research and development (R&D) using the 3D model adopted from the 4D model developed by Thiagrajan et al. (1974: 5), which consists of 3 stages, namely: define, design, and development. This research is only limited to the development stage. The instruments used in this research are validation and readability test questionnaires. The validators consisted of 2 people, namely one lecturer from the Chemistry Department of the State University of Malang and one chemistry teacher from SMAN 2 Batu, as media and material experts. The readability test was conducted on 29 undergraduate students of the Chemistry Education class 2022 at the State University of Malang, assuming they had taken the subject during class XII in senior high school. The results showed that the validity of the material and media included very feasible criteria with 98.24% and 96.81%, respectively, in addition to the average of all aspects of the readability test assessed having a percentage of 91.77%.

The existing literacy program in the higher education has not successfully translated into effective science learning, resulting in students lacking awareness of the significance of scientific literacy in their daily lives. This study aims to analyse the validity, practicality and effectiveness of using biodiversity e-module based on socioscientific issues and local potential to improve students’ scientific literacy. The method employed in this research is the research and development (R&D) method using the ADDIE model. The participants of this study are 37 fourth-semester students enrolled in the Tadris IPA Program at UIN Fatmawati Sukarno Bengkulu, who are taking the biodiversity course in the academic year 2023/2024, consisting of one class. Data collection was conducted through an indirect communication approach using instruments such as validation questionnaires and tests to obtain data on scientific literacy achievements. The findings of this study are the utilization of biodiversity teaching materials grounded in socio-scientific issues and local potential is highly suitable for implementation in science education. The instructional materials exhibit a commendable feasibility level, meeting the criteria for good feasibility. This indicates that the teaching materials are readily comprehensible for students. Moreover, the developed teaching materials prove effective in enhancing four key facets of scientific literacy such as the body of knowledge, science as a way of investigation, science as a way of thinking and the interaction of science and technology and society.

Green and sustainable chemistry education provides opportunities to comprehend and base chemistry knowledge on relevant social and historical contexts, reflecting on fairer and sustainable realities. For this purpose, this work discusses the possibilities and challenges observed during a chemistry teacher training course at a Brazilian university, analyzing how the undergraduates utilized the formative experiences provided by the discipline and how they reinterpreted them when developing didactic sequences based on socio-scientific issues. Using discursive textual analysis, we studied the self-assessments and the didactic sequences produced. The activities developed were positively evaluated by the students and provided the opportunity to create didactic sequences with potential application in schools, founded on cooperative and democratic dynamics and topics that were locally important. On the other hand, the students had some difficulties including chemistry content, mainly considering their relationship with the topics addressed. However, the process proved to be fundamental for the students to perceive themselves as teachers, in addition to provoking them toward (re)constructions and other possibilities.

Socio-Scientific Issues (SSI) can aid the development of logical decision-making skills in students, thereby helping schools develop knowledgeable individuals. When students engage in modelling tasks during the transition from school mathematics to the real world, their cognitive reasoning can be supported in a practical context during model development. Since it is speculated that the arguments developed in the modelling cycle are derived from modelling procedures, exploring the modelling procedures may offer insights into the students' arguments. The purpose of this study is to analyse how pre-service teachers deploy mathematical models while discussing the context of COVID-19, a socio-scientific issue, and to examine how the modelling process is linked. This study aims to investigate how pre-service teachers engage with argumentation and modelling practices and how one practice may impact the other. Our goal is to explore how the argumentation process concerning the phenomenon is interconnected with the modelling process. To achieve this, we have designed a learning environment that facilitates teacher candidates' participation in scientific argumentation and modelling practices. The research findings were analysed by investigating the sub-arguments formed during the modelling cycle and considering how the modelling processes corresponded with the research question. Upon close examination of the argument structures utilised by aspiring teachers in their solution proposals and modelling, it became evident that the majority of structures were of a lower level, with few high-level models. [ABSTRACT FROM AUTHOR]

This research aimed to understand the features of the informal reasoning skills performed by students who debated the socio-scientific contentious issue of breastfeeding versus milk formula during an Indonesian biology lesson. A class of 30 students in grade 11 discussed this issue by participating in a role play represented by four organisations in Indonesia viewed to have important roles or authority in society in dealing with the issue being discussed. Data were collected from informal reasoning worksheets and by capturing students’ arguments, with the justifications and criteria that underpinned their arguments reflecting their reasoning. The students were able to generate justifications based on a distinct perspective towards the issue with either emotive or rationalistic thought. This finding showed that prior learning experience as well as knowledge plays an important role as a modality for students to perform their reasoning skills in responding to socially context-based problems in their biology learning. Furthermore, the SSI-based learning implemented in this study functioned well to engage students in fostering their reasoning as well as decision-making skills through a social-like learning environment through which students shared, as well as confronted, ideas with well-informed opinions and argumentation. [ABSTRACT FROM AUTHOR]

This research aimed to assess the quality of arguments and informal reasoning abilities of pre-service science teachers concerning various socio-scientific issues (SSI), utilizing dilemma cards. The case study method, a qualitative research approach, was employed, involving 12 pre-service science teachers. Participants completed the dilemma cards over a 12-week period. The analytical procedure for these cards incorporated content analysis. Findings from the study indicated that participants were often unable to construct a comprehensive argument that considered all argumentative components, such as claim, evidence, support, and rebuttal. While some participants displayed a modicum of success in the components of claim, evidence, and support, they typically provided insubstantial examples in the rebuttal dimension. On examining the nature of arguments based on context, it was discerned that the quality of arguments about nuclear energy differed slightly from those about other SSI. Nevertheless, context did not significantly influence the quality of arguments for 11 other socio-scientific topics. Furthermore, the study noted variations in the dimensions of informal reasoning across different SSI. It was subsequently inferred that the context might influence informal reasoning. In addition, it was observed that participants tended to focus more on the ecological dimensions of informal reasoning and less on the ethical-aesthetic dimensions. Recommendations were put forth to enhance both the quality of arguments and informal reasoning abilities. [ABSTRACT FROM AUTHOR]