Research Article
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Developing student agency through authentic application of socioscientific issues in STEM classrooms

Year 2024, Volume: 13 Issue: 5-Special Issue, 508 - 534, 28.12.2024
https://doi.org/10.19128/turje.1507933

Abstract

This study explores the experiences of STEM teachers who participated in professional development (PD) workshops focused on supporting the use of a socioscientific issues (SSI)/socioTransformative constructivism (sTc) framework as an avenue to incorporate SSI into lessons and empower students to become agents of change outside the classroom. The following research question guided this study: In what ways, if any, do participant teachers foster authentic, active engagement and student agency in their STEM classroom following participation in an SSI focused professional development program? Thematic analysis was used to identify, analyze, and interpret the data. The findings demonstrate that teachers were successful in providing students with authentic learning opportunities in which students developed a sense of agency by moving beyond traditional STEM content, moving beyond the classroom walls, and moving inward within the school. Understanding the ways in which teachers engage students in authentic learning and foster student agency within an SSI unit of study has implications for scholars and researchers who provide PD to teachers.

Ethical Statement

The PD was localized in a large urban area in the northeastern United States and was approved by the ethics committee of the primary institution in November 2021

Supporting Institution

National Science Foundation (Grant No. 2101395)

Project Number

This material is based upon work supported by the National Science Foundation (Grant No. 2101395)

Thanks

This material is based upon work supported by the National Science Foundation (Grant No. 2101395). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We would like to thank our teachers for volunteering to participate in this study.

References

  • Albe, V., & Gombert, M.-J. (2012). Students' communication, argumentation, and knowledge in a citizens' conference on global warming. Cultural Studies of Science Education, 7(1), 185-211. https://doi.org/10.1007/s11422-012-9407-1
  • Bakhtin, M. M. (1986). Speech genres and other late essays. C. Emerson & M. Holquist (Eds.). V. W. McGee (Trans.). University of Texas Press https://doi.org/10.2307/3684926
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Bransford, J. D., & Donovan, M. S. (2005). Scientific inquiry and how people learn. In M. S. Donovan, & J. D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 397-420). National Academy Press. https://doi.org/10.17226/10126
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Calabrese Barton, A. (2003). Teaching science for social justice. Teachers College Press.
  • Chowdhury, T., Holbrook, J., & Rannikmäe, M. (2020). Socioscientific Issues within Science Education and their Role in Promoting the Desired Citizenry. Science Education International, 31(2), 203-208. https://doi.org/10.33828/sei.v31.i2.10
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage. https://doi.org/10.46743/2160-3715/2019.4294
  • Dauer, J. M., Sorensen, A. E., & Wilson, J. (2021, May). Students’ civic engagement self-efficacy varies across socioscientific issues contexts. In Frontiers in Education (Vol. 6, p. 628784). Frontiers Media SA.
  • Denzin, N. K. (2009). The research act: A theoretical introduction to sociological methods. Adline Transaction. https://doi.org/10.4324/9781315134543
  • Dumit, J. (2014). Writing the Implosion: Teaching the World One Thing at a Time. Cultural Anthropology, 29(2), 344-362. https://doi.org/10.14506/ca29.2.09
  • Friedrichsen, P. J., Ke, L., Sadler, T. D., & Zangori, L. (2020). Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning. Journal of Science Teacher Education, 32(1), 85-106. https://doi.org/10.1080/1046560x.2020.1795576
  • Golumbic, Y. N., & Motion, A. (2021). Expanding the Scope of Citizen Science: Learning and Engagement of Undergraduate Students in a Citizen Science Chemistry Lab. Citizen Science: Theory and Practice, 6(1), 31. https://doi.org/10.5334/cstp.431
  • Grudens-Schuck, N., & Sirajuddin, Z. (2016). Citizen science: Evaluating for civic engagement. Science and Technology Studies, 29(1), 34-49. https://doi.org/10.5334/cstp.431
  • Herman, B. C., Newton, M. H., & Zeidler, D. L. (2021). Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations. Science Education, 105(4), 585-627.
  • Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning through visual, actional and linguistic communication: the multimodal environment of a science classroom. Educational Review, 53, 5-18. https://doi.org/10.1080/00131910123753
  • Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage.
  • Johnson, J., Macalalag, A., & Dunphy, J. (2020). Incorporating Socioscientific Issues into a STEM Education Course: Exploring teacher use of argumentation in SSI and plans for classroom implementation. Disciplinary and Interdisciplinary Science Education Research, 2(1). https://doi.org/10.1186/s43031-020-00026-3
  • Johnson, J., Mathers, B., Marco-Bujosa, L., & Ialacci, G. (2024). Transforming STEM Instruction Through SocioScientific Issues Focused Professional Development. International Journal on New Trends in Education, 15(1).
  • Kahn, S. (2021). No Child Too Young. Advances in Educational Technologies and Instructional Design, 1-30. https://doi.org/10.4018/978-1-7998-4558-4.ch001
  • Karahan, E., & Roehrig, G. (2016). Use of socioscientific contexts for promoting student agency in environmental science classrooms. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 425. https://doi.org/10.14686/buefad.v5i2.5000145998
  • Karahan, E., & Roehrig, G. (2017). Case study of Science and Social Studies Teachers Co-Teaching Socioscientific Issues-Based Instruction. Eurasian Journal of Educational Research, 17(72), 1. https://doi.org/10.14689/ejer.2017.72.4
  • Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2020). Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science Education, 42(8), 1339-1361. https://doi.org/10.1080/09500693.2020.1759843
  • Kinskey, M., & Newton, M. (2024). Teacher candidates’ views of future SSI instruction: a multiple case study. Disciplinary and Interdisciplinary Science Education Research, 6(1). https://doi.org/10.1186/s43031-024-00098-5
  • Kinskey, M., & Zeidler, D. (2024). Elementary preservice teachers’ pedagogical decisions about socioscientific issues instruction. Journal of Research in Science Teaching. Portico. https://doi.org/10.1002/tea.21932
  • Lee, H. (2016). Conceptualization of an SSI-PCK framework for teaching socioscientific issues. Journal of the Korean Association for Science Education, 36(4), 539-550.
  • Lee, H. (2022). Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues. Asia-Pacific Science Education, 8(2), 301-330. https://doi.org/10.1163/23641177-bja10050
  • Leung, J. S. C. (2021). Shifting the Teaching Beliefs of Preservice Science Teachers About Socioscientific Issues in a Teacher Education Course. International Journal of Science and Mathematics Education, 20(4), 659-682. https://doi.org/10.1007/s10763-021-10177-y
  • Lombardi, D., Matewos, A. M., Jaffe, J., Zohery, V., Mohan, S., Bock, K., & Jamani, S. (2022). Discourse and Agency during Scaffolded Middle School Science Instruction. Discourse Processes, 59(5-6), 379-400. https://doi.org/10.1080/0163853X.2022.2068317
  • Macalalag Jr, A. Z. (2012). Changes in preservice science teachers' knowledge of inquiry and practice of lesson design (Unpublisher doctoral dissertation). Rutgers The State University of New Jersey.
  • Macalalag, A. Z., Johnson, J., & Lai, M. (2019). How do we do this: learning how to teach socioscientific issues. Cultural Studies of Science Education, 15(2), 389-413. https://doi.org/10.1007/s11422-019-09944-9
  • Marco-Bujosa, L., Mathers, B., & Johnson, J. (In Review). Talking STEM in the Hallways: An Exploration of Teacher Learning through Professional Development for Social Justice Science Issues. Teaching and Teacher Education.
  • Minken, Z., Macalalag, Jr., A., Clarke, A., Marco-Bujosa, L., & Rulli, C. (2021). Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues. International Journal of Technology in Education, 4(2), 113-165. https://doi.org/10.46328/ijte.50
  • Morales‐Doyle, D. (2017). Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education, 101(6), 1034-1060.
  • Moses, L., Rylak, D., Reader, T., Hertz, C., & Ogden, M. (2020). Educators’ perspectives on supporting student agency. Theory into practice, 59(2), 213-222.
  • National Research Council. (2012). A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. National Academies. https://doi.org/10.17226/13165
  • Newmann, F., Bryk, A., & Nagaoka, J. (2001). Improving Chicago’s schools. Consortium on Chicago School Research.
  • Paige, K., & Hardy, G. (2014). Socio-Scientific Issues: A transdisciplinary approach for engaging pre-service teachers in Science and Mathematics education. Revista Internacional de Educación para la Justicia Social, 3(1), 17-36.
  • Parker, C. E., Pillai, S., & Roschelle, J. (2016). Next generation STEM learning for all: A report from the NSF supported forum. Education Development Center. https://www.edc.org/stem-learning-and-research-stelar-center.
  • Penuel, W. R., & Bell, P. (2016). Qualities of a good anchor phenomenon for a coherent sequence of science lessons. STEM Teaching Tools Initiative, Institute for Science+ Math Education.
  • Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. McGraw-Hill Education (UK).
  • Robertson, D. A., Padesky, L. B., & Brock, C. H. (2020). Cultivating student agency through teachers’ professional learning. Theory Into Practice, 59(2), 192-201. https://doi.org/10.1080/00405841.2019.1702393
  • Rodriguez, A. J. (1998). Strategies for counter resistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching, 36(6), 589-622. https://doi.org/10.1002/(sici)1098-2736(199808)35:6%3C589::aid-tea2%3E3.3.co;2-2
  • Rodriguez, A.J. & Berryman, C. (2002) ‘Using sociotransformative constructivism to teach for understanding in diverse classrooms: a beginning teacher’s journey’, American Educational Research Journal, 39(4), 1017-1045.https://doi.org/10.3102/000283120390041017
  • Rodriguez, A.J. (2005). Teachers’ resistance to ideological and pedagogical change: Definitions, theoretical framework, and significance. In A. J. Rodríguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 17–32). Lawrence Erlbaum Associates. https://doi.org/10.5860/choice.43-0463
  • Rodriguez, A. J. (2015). Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher. Journal of research in science teaching, 52(4), 448-460.
  • Rodriguez, A. J., & Morrison, D. (2019). Expanding and enacting transformative meanings of equity, diversity and social justice in science education. Cultural Studies of Science Education, 14, 265-281.
  • Sadler, T. D., Friedrichsen, P., & Zangori, L. (2019). A framework for teaching for socio-scientific issue and model-based learning (SIMBL). Educação e Fronteiras/Education and Borders, 9(25), 8-26. https://doi.org/10.30612/eduf.v9i25.1100.
  • Taşdemir, A., & Yıldırım, F. (2016). Examining Middle School Students' Moral Reasoning Regarding Genetically Modified Organisms. Journal of Education and Training Studies, 5(2), 142-152. https://doi.org/10.11114/jets.v5i2.2100
  • ten Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and Instruction, 14(4), 359-379. https://doi.org/10.1016/j.learninstruc.2004.01.005
  • Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: Theory, research, and practice. In Handbook of research on science education, volume II (pp. 697-726). Routledge.
  • Zeidler, D. L. (2016). STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response. Cultural Studies of Science Education, 11, 11-26.
  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048
  • Zeidler, D. L., & Sadler, T. D. (2010). An inclusive view of scientific literacy: Core issues and future directions. In Exploring the landscape of scientific literacy (pp. 186-202). Routledge.
  • Zeidler, L., & Kahn, S. (2014). It’s debatable!: Using Socioscientific Issues to Develop Scientific Literacy, K-12. National Science Teachers Association. https://doi.org/10.2505/9781938946004
Year 2024, Volume: 13 Issue: 5-Special Issue, 508 - 534, 28.12.2024
https://doi.org/10.19128/turje.1507933

Abstract

Project Number

This material is based upon work supported by the National Science Foundation (Grant No. 2101395)

References

  • Albe, V., & Gombert, M.-J. (2012). Students' communication, argumentation, and knowledge in a citizens' conference on global warming. Cultural Studies of Science Education, 7(1), 185-211. https://doi.org/10.1007/s11422-012-9407-1
  • Bakhtin, M. M. (1986). Speech genres and other late essays. C. Emerson & M. Holquist (Eds.). V. W. McGee (Trans.). University of Texas Press https://doi.org/10.2307/3684926
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Bransford, J. D., & Donovan, M. S. (2005). Scientific inquiry and how people learn. In M. S. Donovan, & J. D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 397-420). National Academy Press. https://doi.org/10.17226/10126
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Calabrese Barton, A. (2003). Teaching science for social justice. Teachers College Press.
  • Chowdhury, T., Holbrook, J., & Rannikmäe, M. (2020). Socioscientific Issues within Science Education and their Role in Promoting the Desired Citizenry. Science Education International, 31(2), 203-208. https://doi.org/10.33828/sei.v31.i2.10
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage. https://doi.org/10.46743/2160-3715/2019.4294
  • Dauer, J. M., Sorensen, A. E., & Wilson, J. (2021, May). Students’ civic engagement self-efficacy varies across socioscientific issues contexts. In Frontiers in Education (Vol. 6, p. 628784). Frontiers Media SA.
  • Denzin, N. K. (2009). The research act: A theoretical introduction to sociological methods. Adline Transaction. https://doi.org/10.4324/9781315134543
  • Dumit, J. (2014). Writing the Implosion: Teaching the World One Thing at a Time. Cultural Anthropology, 29(2), 344-362. https://doi.org/10.14506/ca29.2.09
  • Friedrichsen, P. J., Ke, L., Sadler, T. D., & Zangori, L. (2020). Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning. Journal of Science Teacher Education, 32(1), 85-106. https://doi.org/10.1080/1046560x.2020.1795576
  • Golumbic, Y. N., & Motion, A. (2021). Expanding the Scope of Citizen Science: Learning and Engagement of Undergraduate Students in a Citizen Science Chemistry Lab. Citizen Science: Theory and Practice, 6(1), 31. https://doi.org/10.5334/cstp.431
  • Grudens-Schuck, N., & Sirajuddin, Z. (2016). Citizen science: Evaluating for civic engagement. Science and Technology Studies, 29(1), 34-49. https://doi.org/10.5334/cstp.431
  • Herman, B. C., Newton, M. H., & Zeidler, D. L. (2021). Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations. Science Education, 105(4), 585-627.
  • Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning through visual, actional and linguistic communication: the multimodal environment of a science classroom. Educational Review, 53, 5-18. https://doi.org/10.1080/00131910123753
  • Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage.
  • Johnson, J., Macalalag, A., & Dunphy, J. (2020). Incorporating Socioscientific Issues into a STEM Education Course: Exploring teacher use of argumentation in SSI and plans for classroom implementation. Disciplinary and Interdisciplinary Science Education Research, 2(1). https://doi.org/10.1186/s43031-020-00026-3
  • Johnson, J., Mathers, B., Marco-Bujosa, L., & Ialacci, G. (2024). Transforming STEM Instruction Through SocioScientific Issues Focused Professional Development. International Journal on New Trends in Education, 15(1).
  • Kahn, S. (2021). No Child Too Young. Advances in Educational Technologies and Instructional Design, 1-30. https://doi.org/10.4018/978-1-7998-4558-4.ch001
  • Karahan, E., & Roehrig, G. (2016). Use of socioscientific contexts for promoting student agency in environmental science classrooms. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 425. https://doi.org/10.14686/buefad.v5i2.5000145998
  • Karahan, E., & Roehrig, G. (2017). Case study of Science and Social Studies Teachers Co-Teaching Socioscientific Issues-Based Instruction. Eurasian Journal of Educational Research, 17(72), 1. https://doi.org/10.14689/ejer.2017.72.4
  • Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2020). Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science Education, 42(8), 1339-1361. https://doi.org/10.1080/09500693.2020.1759843
  • Kinskey, M., & Newton, M. (2024). Teacher candidates’ views of future SSI instruction: a multiple case study. Disciplinary and Interdisciplinary Science Education Research, 6(1). https://doi.org/10.1186/s43031-024-00098-5
  • Kinskey, M., & Zeidler, D. (2024). Elementary preservice teachers’ pedagogical decisions about socioscientific issues instruction. Journal of Research in Science Teaching. Portico. https://doi.org/10.1002/tea.21932
  • Lee, H. (2016). Conceptualization of an SSI-PCK framework for teaching socioscientific issues. Journal of the Korean Association for Science Education, 36(4), 539-550.
  • Lee, H. (2022). Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues. Asia-Pacific Science Education, 8(2), 301-330. https://doi.org/10.1163/23641177-bja10050
  • Leung, J. S. C. (2021). Shifting the Teaching Beliefs of Preservice Science Teachers About Socioscientific Issues in a Teacher Education Course. International Journal of Science and Mathematics Education, 20(4), 659-682. https://doi.org/10.1007/s10763-021-10177-y
  • Lombardi, D., Matewos, A. M., Jaffe, J., Zohery, V., Mohan, S., Bock, K., & Jamani, S. (2022). Discourse and Agency during Scaffolded Middle School Science Instruction. Discourse Processes, 59(5-6), 379-400. https://doi.org/10.1080/0163853X.2022.2068317
  • Macalalag Jr, A. Z. (2012). Changes in preservice science teachers' knowledge of inquiry and practice of lesson design (Unpublisher doctoral dissertation). Rutgers The State University of New Jersey.
  • Macalalag, A. Z., Johnson, J., & Lai, M. (2019). How do we do this: learning how to teach socioscientific issues. Cultural Studies of Science Education, 15(2), 389-413. https://doi.org/10.1007/s11422-019-09944-9
  • Marco-Bujosa, L., Mathers, B., & Johnson, J. (In Review). Talking STEM in the Hallways: An Exploration of Teacher Learning through Professional Development for Social Justice Science Issues. Teaching and Teacher Education.
  • Minken, Z., Macalalag, Jr., A., Clarke, A., Marco-Bujosa, L., & Rulli, C. (2021). Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues. International Journal of Technology in Education, 4(2), 113-165. https://doi.org/10.46328/ijte.50
  • Morales‐Doyle, D. (2017). Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education, 101(6), 1034-1060.
  • Moses, L., Rylak, D., Reader, T., Hertz, C., & Ogden, M. (2020). Educators’ perspectives on supporting student agency. Theory into practice, 59(2), 213-222.
  • National Research Council. (2012). A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. National Academies. https://doi.org/10.17226/13165
  • Newmann, F., Bryk, A., & Nagaoka, J. (2001). Improving Chicago’s schools. Consortium on Chicago School Research.
  • Paige, K., & Hardy, G. (2014). Socio-Scientific Issues: A transdisciplinary approach for engaging pre-service teachers in Science and Mathematics education. Revista Internacional de Educación para la Justicia Social, 3(1), 17-36.
  • Parker, C. E., Pillai, S., & Roschelle, J. (2016). Next generation STEM learning for all: A report from the NSF supported forum. Education Development Center. https://www.edc.org/stem-learning-and-research-stelar-center.
  • Penuel, W. R., & Bell, P. (2016). Qualities of a good anchor phenomenon for a coherent sequence of science lessons. STEM Teaching Tools Initiative, Institute for Science+ Math Education.
  • Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. McGraw-Hill Education (UK).
  • Robertson, D. A., Padesky, L. B., & Brock, C. H. (2020). Cultivating student agency through teachers’ professional learning. Theory Into Practice, 59(2), 192-201. https://doi.org/10.1080/00405841.2019.1702393
  • Rodriguez, A. J. (1998). Strategies for counter resistance: Toward sociotransformative constructivism and learning to teach science for diversity and for understanding. Journal of Research in Science Teaching, 36(6), 589-622. https://doi.org/10.1002/(sici)1098-2736(199808)35:6%3C589::aid-tea2%3E3.3.co;2-2
  • Rodriguez, A.J. & Berryman, C. (2002) ‘Using sociotransformative constructivism to teach for understanding in diverse classrooms: a beginning teacher’s journey’, American Educational Research Journal, 39(4), 1017-1045.https://doi.org/10.3102/000283120390041017
  • Rodriguez, A.J. (2005). Teachers’ resistance to ideological and pedagogical change: Definitions, theoretical framework, and significance. In A. J. Rodríguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 17–32). Lawrence Erlbaum Associates. https://doi.org/10.5860/choice.43-0463
  • Rodriguez, A. J. (2015). Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher. Journal of research in science teaching, 52(4), 448-460.
  • Rodriguez, A. J., & Morrison, D. (2019). Expanding and enacting transformative meanings of equity, diversity and social justice in science education. Cultural Studies of Science Education, 14, 265-281.
  • Sadler, T. D., Friedrichsen, P., & Zangori, L. (2019). A framework for teaching for socio-scientific issue and model-based learning (SIMBL). Educação e Fronteiras/Education and Borders, 9(25), 8-26. https://doi.org/10.30612/eduf.v9i25.1100.
  • Taşdemir, A., & Yıldırım, F. (2016). Examining Middle School Students' Moral Reasoning Regarding Genetically Modified Organisms. Journal of Education and Training Studies, 5(2), 142-152. https://doi.org/10.11114/jets.v5i2.2100
  • ten Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and Instruction, 14(4), 359-379. https://doi.org/10.1016/j.learninstruc.2004.01.005
  • Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: Theory, research, and practice. In Handbook of research on science education, volume II (pp. 697-726). Routledge.
  • Zeidler, D. L. (2016). STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response. Cultural Studies of Science Education, 11, 11-26.
  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048
  • Zeidler, D. L., & Sadler, T. D. (2010). An inclusive view of scientific literacy: Core issues and future directions. In Exploring the landscape of scientific literacy (pp. 186-202). Routledge.
  • Zeidler, L., & Kahn, S. (2014). It’s debatable!: Using Socioscientific Issues to Develop Scientific Literacy, K-12. National Science Teachers Association. https://doi.org/10.2505/9781938946004
There are 55 citations in total.

Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators
Journal Section Research Articles
Authors

Becky Mathers 0000-0001-7278-9731

Joseph Johnson 0000-0002-8355-8696

Alan Kaufmann 0009-0008-6787-266X

Nicholas Sinni 0009-0003-8003-0815

Eli Louis 0009-0008-4687-0489

Eva Henneman 0009-0009-8431-1423

Project Number This material is based upon work supported by the National Science Foundation (Grant No. 2101395)
Publication Date December 28, 2024
Submission Date July 1, 2024
Acceptance Date September 25, 2024
Published in Issue Year 2024 Volume: 13 Issue: 5-Special Issue

Cite

APA Mathers, B., Johnson, J., Kaufmann, A., Sinni, N., et al. (2024). Developing student agency through authentic application of socioscientific issues in STEM classrooms. Turkish Journal of Education, 13(5-Special Issue), 508-534. https://doi.org/10.19128/turje.1507933

Turkish Journal of Education is licensed under CC BY-NC 4.0