Research Article
PDF Zotero Mendeley EndNote BibTex Cite

Case Studies of Science Teachers Designing Socioscientific Issues-Based Instruction

Year 2019, Volume 34, Issue 1, 71 - 89, 31.01.2019
https://doi.org/10.16986/HUJE.2018044772

Abstract

The qualitative case studies in socioscientific issues (SSI) focus on teachers' perceptions and opinions on teaching SSI, rather than individual teachers' involvement in teaching SSI. Thus, there is a need for in-depth case studies that focus on teachers' practices of teaching SSI and how these practices are influenced by teachers' deeper beliefs and motivations. This study investigated science teachers' design and implementation of SSI-based instruction. Using a multiple case study design, the participants were three science teachers. The data collected through semi-structured interviews, observational field notes, and reflective journals in this study. The data analysis procedure occurred in three stages: open coding, identification of patterns and categories, and building themes. The findings revealed that one participant embraced the inclusion of social aspects such as ethics and values in SSI instruction, whereas the other two participants intentionally excluded the social aspects and only focused on scientific data and findings in order to present the issue in a less biased and controversial way. In addition, teachers' epistemological and pedagogical beliefs about science and socioscientific issues, as well as the social and cultural structure of their school and community, strongly influenced their SSI-focused instructional practices.

References

  • Berkman, M. B., Pacheco, J. S., & Plutzer, E. (2008). Evolution and creationism in America’s classrooms: A national portrait. Public Library of Science Biology, 6, 920-924.
  • Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821-839.
  • Burek, K., & Zeidler, D. L. (2015). Seeing the forest for the trees! Conservation and activism through socioscientific issues. In M. P. Mueller, & D. J. Tippins, (Eds) EcoJustice, Citizen Science and Youth Activism (pp. 425-441). Springer International Publishing.
  • Clandinin, J., & Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, LA: Jossey-Bass.
  • Davis, K. (2003). Change is hard: What science teachers are telling us about reform and teacher learning in innovative practices. Science Education, 87, 3–30.
  • Dillon, J. T. (1994). Using discussion in classrooms. Buckingham, UK: Open University Press.
  • Jenkins, E.W. (2002). Linking school science education with action. In W. M. Roth & J. Desautels (Eds.), Science education as/for sociopolitical action (pp. 17-34). New York: Peter Lang.
  • King, K., Shumow, L., & Lietz, S. (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. Science Education, 85, 89-110.
  • Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2018). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 1-23.
  • Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
  • Lee, H. (2006). Science teachers teaching socioscientific issues (SSI): Four case studies. ProQuest Dissertations and Theses. (ISBN: 9780542774874)
  • Lee, H., & Witz, K. G. (2009). Science teachers' inspiration for teaching socio-scientific issues: Disconnection with reform efforts. International Journal of Science Education, 31(7), 931-960.
  • Levinson, R. (2006). Towards a theoretical framework for teaching controversial socioscientific issues. International Journal of Science Education, 28(10), 1201–1224.
  • McGinnis, J. R., & Simmons, P. (1999). Teachers' perspectives of teaching science, technology, society in local cultures: A sociocultural analysis. Science Education, 83(2), 179-211.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Osborne, J., Duschl, R., & Fairbrother, R. (2002). Breaking the mould? Teaching Science for Public Understanding. London, UK: The Nuffield Foundation.
  • Owens, D. C., Sadler, T. D., & Zeidler, D. L. (2017). Controversial issues in the science classroom. Phi Delta Kappan, 99(4), 45-49.
  • Pedretti, E. G., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2008). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17(8-9), 941-960.
  • Porras-Hernandez, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: a broader notion of context and the use of teacher's narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223-244.
  • Reis, P., & Galvao C. (2004). The impact of socio-scientific controversies in Portuguese natural science teachers’ conceptions and practices. Research in Science Education, 34, 153–171.
  • Rutledge, M. L., & Mitchell, M. A. (2002). Knowledge structure, acceptance and teaching of evolution. American Biology Teacher, 64, 21-27.
  • Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43(4), 353-376.
  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Spillane, J. P., & Callahan, K. A. (2000). Implementing State Standards for Science Education: What District Policy Makers Make of the Hoopla. Journal of Research in Science Teaching, 37, 401-425.
  • Tobin, K., & Lamaster, S. U. (1995). Relationships between metaphors, beliefs, and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32(3), 225-242.
  • Witz, K. G., Goodwin, D. R., Hart, R. S., and Thomas, H. S. (2001). An essentialist methodology in education-related research using in-depth interviews. Journal of Curriculum Studies, 33(2), p. 195-227.
  • Yin, R. (2013). Case study research: Design and methods (5th ed.). Thousand Oak, CA: Sage.
  • Zeidler, D.L. (2014). Socioscientific Issues as a Curriculum Emphasis: Theory, Research and Practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education, Volume II (pp. 697-726). New York, NY: Routledge.

Fen Bilimleri Öğretmenlerinin Sosyobilimsel Konular Temelli Öğretim Tasarımları: Durum Çalışması

Year 2019, Volume 34, Issue 1, 71 - 89, 31.01.2019
https://doi.org/10.16986/HUJE.2018044772

Abstract

Sosyobilimsel konular odaklı durum çalışmaları incelendiğinde öğretmenlerin bu konuların öğretimine yönelik algı ve düşüncelerine odaklanılırken, sınıf içi uygulamaların ihmal edildiği görülmektedir. Alanyazındaki bu eksikliği karşılamak adına, nitel araştırma desenlerinden durum çalışması şeklinde gerçekleştirilen bu çalışmada üç ortaöğretim fen bilimleri öğretmenlerinin sosyobilimsel konuların öğretimindeki inanç ve motivasyonları ve bu faktörler ile birlikte bağlamsal faktörlerin de sosyobilimsel konular odaklı öğretim süreçleri tasarlama ve uygulamalarını nasıl şekillendirdiği incelenmektedir. Araştırmanın veri toplama araçlarını yarı yapılandırılmış görüşmeler, gözleme dayalı saha notları ve araştırmacı günlükleri oluşturmaktadır. Veri analizi süreci üç aşamada gerçekleşmiştir: açık kodlama, tema ve kategorilerin tanımlanması ve temaların oluşturulması. Araştırmanın bulgularına göre, katılımcılardan biri sosyobilimsel konular odaklı fen bilimleri dersinin etik, ekonomi gibi farklı sosyal boyutlar ile zenginleştirilmesinin konulara kapsamlı bir bakış açısı geliştirmek ve bilgiye dayalı karar verme becerileri geliştirme açısından vazgeçilmez olduğunu düşünürken, daha az deneyimli olan diğer iki katılımcı sosyobilimsel konular odaklı fen bilimleri derslerini problemleri objektif sunma adına bilimsel veri odaklı ve sosyal boyutlardan arındırılmış bir şekilde gerçekleştirmeyi tercih etmişlerdir. Buna ek olarak, öğretmenlerin içlerinde bulundukları okul ve toplumun sosyal ve kültürel özellikleri gerekse de öğretmenlerin sahip oldukları inançları gibi bağlamsal faktörlerin öğretmenlerin sosyobilimsel konular odaklı fen bilimleri dersi öğretimini güçlü bir şekilde şekillendirdiğini göstermiştir.

References

  • Berkman, M. B., Pacheco, J. S., & Plutzer, E. (2008). Evolution and creationism in America’s classrooms: A national portrait. Public Library of Science Biology, 6, 920-924.
  • Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821-839.
  • Burek, K., & Zeidler, D. L. (2015). Seeing the forest for the trees! Conservation and activism through socioscientific issues. In M. P. Mueller, & D. J. Tippins, (Eds) EcoJustice, Citizen Science and Youth Activism (pp. 425-441). Springer International Publishing.
  • Clandinin, J., & Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, LA: Jossey-Bass.
  • Davis, K. (2003). Change is hard: What science teachers are telling us about reform and teacher learning in innovative practices. Science Education, 87, 3–30.
  • Dillon, J. T. (1994). Using discussion in classrooms. Buckingham, UK: Open University Press.
  • Jenkins, E.W. (2002). Linking school science education with action. In W. M. Roth & J. Desautels (Eds.), Science education as/for sociopolitical action (pp. 17-34). New York: Peter Lang.
  • King, K., Shumow, L., & Lietz, S. (2001). Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. Science Education, 85, 89-110.
  • Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2018). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 1-23.
  • Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
  • Lee, H. (2006). Science teachers teaching socioscientific issues (SSI): Four case studies. ProQuest Dissertations and Theses. (ISBN: 9780542774874)
  • Lee, H., & Witz, K. G. (2009). Science teachers' inspiration for teaching socio-scientific issues: Disconnection with reform efforts. International Journal of Science Education, 31(7), 931-960.
  • Levinson, R. (2006). Towards a theoretical framework for teaching controversial socioscientific issues. International Journal of Science Education, 28(10), 1201–1224.
  • McGinnis, J. R., & Simmons, P. (1999). Teachers' perspectives of teaching science, technology, society in local cultures: A sociocultural analysis. Science Education, 83(2), 179-211.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Osborne, J., Duschl, R., & Fairbrother, R. (2002). Breaking the mould? Teaching Science for Public Understanding. London, UK: The Nuffield Foundation.
  • Owens, D. C., Sadler, T. D., & Zeidler, D. L. (2017). Controversial issues in the science classroom. Phi Delta Kappan, 99(4), 45-49.
  • Pedretti, E. G., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2008). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17(8-9), 941-960.
  • Porras-Hernandez, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: a broader notion of context and the use of teacher's narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223-244.
  • Reis, P., & Galvao C. (2004). The impact of socio-scientific controversies in Portuguese natural science teachers’ conceptions and practices. Research in Science Education, 34, 153–171.
  • Rutledge, M. L., & Mitchell, M. A. (2002). Knowledge structure, acceptance and teaching of evolution. American Biology Teacher, 64, 21-27.
  • Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43(4), 353-376.
  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Spillane, J. P., & Callahan, K. A. (2000). Implementing State Standards for Science Education: What District Policy Makers Make of the Hoopla. Journal of Research in Science Teaching, 37, 401-425.
  • Tobin, K., & Lamaster, S. U. (1995). Relationships between metaphors, beliefs, and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32(3), 225-242.
  • Witz, K. G., Goodwin, D. R., Hart, R. S., and Thomas, H. S. (2001). An essentialist methodology in education-related research using in-depth interviews. Journal of Curriculum Studies, 33(2), p. 195-227.
  • Yin, R. (2013). Case study research: Design and methods (5th ed.). Thousand Oak, CA: Sage.
  • Zeidler, D.L. (2014). Socioscientific Issues as a Curriculum Emphasis: Theory, Research and Practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education, Volume II (pp. 697-726). New York, NY: Routledge.

Details

Primary Language English
Subjects Social
Journal Section Makaleler
Authors

Engin KARAHAN
ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0003-4530-211X
Türkiye


Gillian H. ROEHRIG
Minnesota Üniversitesi
0000-0002-6943-7820
United States

Publication Date January 31, 2019
Published in Issue Year 2019, Volume 34, Issue 1

Cite

APA Karahan, E. & H. Roehrıg, G. (2019). Case Studies of Science Teachers Designing Socioscientific Issues-Based Instruction . Hacettepe Üniversitesi Eğitim Fakültesi Dergisi , 34 (1) , 71-89 . DOI: 10.16986/HUJE.2018044772