Identifying Pre- and In-service Teachers’ Stances on Teaching Socioscientific Issues: A Systematic Review of Empirical Studies

Anderson, D. (2015). The nature and influence of teacher beliefs and knowledge on the science teaching practice of three generalist New Zealand primary teachers. Research in Science Education, 45, 395–423. https://doi.org/10.1007/s11165-014-9428-8

Article  Google Scholar 

Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: Defending and extending “science-in-context.” Cultural Studies of Science Education, 15(3), 825–851. https://doi.org/10.1007/s11422-019-09962-7

Article  Google Scholar 

*Borgerding, L. A., & Dagistan, M. (2018). Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues. Journal of Science Teacher Education, 29(4), 283-306. https://doi.org/10.1080/1046560X.2018.1440860

Article  Google Scholar 

Bossér, U., Lundin, M., Lindahl, M., & Linder, C. (2015). Challenges Faced by Teachers Implementing Socio-Scientific Issues as Core Elements in Their Classroom Practices. European Journal of Science and Mathematics Education, 3(2), 159-176.

Article  Google Scholar 

*Bryce, T., & Gray, D. (2004). Tough acts to follow: The challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 26(6), 717-733. https://doi.org/10.1080/0950069032000138833

Article  Google Scholar 

Chen, L., & Xiao, S. (2021). Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review. Educational Research Review, 32, 100377. https://doi.org/10.1016/j.edurev.2020.100377

Article  Google Scholar 

Cotton, D. R. E. (2006). Teaching controversial environmental issues: Neutrality and balance in the reality of the classroom. Educational Research, 48(2), 223–241. https://doi.org/10.1080/00131880600732306

Article  Google Scholar 

*Cross, R. T., & Price, R. F. (1996). Science teachers’ social conscience and the role of controversial issues in the teaching of science. Journal of Research in Science Teaching, 33(3), 319-333. https://doi.org/10.1002/(SICI)1098-2736(199603)33:3%3c319::AID-TEA5%3e3.0.CO;2-W

De-Shalit, A. (2005). Teaching political philosophy and academic neutrality. Theory and Research in Education, 3(1), 97–120. https://doi.org/10.1177/1477878505049837

Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2013). Teachers’ Experience of Working with Socio-scientific Issues: A Large Scale and in Depth Study. Research in Science Education, 43(2), 599-617.

Article  Google Scholar 

*Eryasar, A. S., & Kilinc, A. (2021). The coherence between epistemologies and SSI teaching. Science & Education, 31, 123-147. https://doi.org/10.1007/s11191-021-00200-7

Article  Google Scholar 

*Forbes, C. T., & Davis, E. A. (2008). Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues. Science & Education, 17(8), 829–854. https://doi.org/10.1007/s11191-007-9080-z

Article  Google Scholar 

*Griffith, J. A., & Brem, S. K. (2004). Teaching evolutionary biology: Pressures, stress, and coping. Journal of Research in Science Teaching, 41(8), 791–809. https://doi.org/10.1002/tea.20027

Article  Google Scholar 

*Hermann, R. S. (2013). High school biology teachers’ views on teaching evolution: implications for science teacher educators. Journal of Science Teacher Education, 24(4), 597-616. https://doi.org/10.1007/s10972-012-9328-6

Article  Google Scholar 

Hodson, D. (2020). Going beyond STS education: Building a curriculum for sociopolitical activism. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 592–622.

Article  Google Scholar 

Hofer, B. K. & Pintrich, P. R. (2004). Personal epistemology: The psychology of beliefs about knowledge and knowing. New York, NY: Routledge.

Google Scholar 

Journell, W. (2013). Learning from each other: What social studies can learn from the controversy surrounding the teaching of evolution in science. The Curriculum Journal, 24(4), 494-510. https://doi.org/10.1080/09585176.2013.801780

Article  Google Scholar 

Journell, W. (2016). Teacher political disclosure as parrhesia. College Record, 118 (5), 1-36.

Article  Google Scholar 

Journell, W. (2011). The disclosure dilemma in action: A qualitative look at the effect of teacher disclosure on classroom instruction. Journal of Social Studies Research, 35(2), 217-244.

Kelly, T. E. (1986). Discussing controversial issues: Four perspectives on the teacher's role. Theory and Research in Social Education, 14(2), 113-138. https://doi.org/10.1080/00933104.1986.10505516

Article  Google Scholar 

Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching, 22(1), 35-53. https://doi.org/10.1080/13540602.2015.1023027

Article  Google Scholar 

*Kilinc, A., Demiral, U., & Kartal, T. (2017). Resistance to dialogic discourse in SSI teaching: The effects of an argumentation-based workshop, teaching practicum, and induction on a preservice science teacher. Journal of Research in Science Teaching, 54(6), 764-789. https://doi.org/10.1002/tea.21385

*Kilinc, A., Kelly, T., Eroglu, B., Demiral, U., Kartal, T., Sonmez, A., & Demirbag, M. (2017). Stickers to facts, imposers, democracy advocators, and committed impartialists: Preservice science teachers’ beliefs about teacher’s roles in socioscientific discourses. International Journal of Science and Mathematics Education, 15(2), 195-213. https://doi.org/10.1007/s10763-015-9682-x

Article  Google Scholar 

*Lee, H., Abd-El-Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socio-scientific issues into the science curriculum. Canadian Journal of Math, Science & Technology Education, 6(2), 97-117. https://doi.org/10.1080/14926150609556691

Article  Google Scholar 

Mansour, N. (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230-1275. https://doi.org/10.1080/09500693.2012.743196

Article  Google Scholar 

*Nation, M. T., & Feldman, A. (2021). Environmental education in the secondary science classroom: how teachers’ beliefs influence their instruction of climate change. Journal of Science Teacher Education, 32(5), 481-499. https://doi.org/10.1080/1046560X.2020.1854968

Article  Google Scholar 

*Oliveira, A. W., Cook, K., & Buck, G. A. (2011). Framing evolution discussion intellectually. Journal of Research in Science Teaching, 48(3), 257-280. https://doi.org/10.1002/tea.20396

Article  Google Scholar 

*Oulton, C., Day, V., Dillon, J., & Grace, M. (2004). Controversial issues teachers’ attitudes and practices in the context of citizenship education. Oxford Review of Education, 30(4), 489-507. https://doi.org/10.1080/0305498042000303973

Article  Google Scholar 

*Ozden, M. (2015). Prospective elementary school teachers' views about socioscientific issues. International Electronic Journal of Elementary Education, 7(3), 333–354.

Pace, J. (2019). Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries. Theory and Research in Social Education, 47(2), 228-260. https://doi.org/10.1080/00933104.2019.1595240

Article  Google Scholar 

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(89). https://doi.org/10.1186/s13643-021-01626-4

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), 941-960.

Article  Google Scholar 

Ryder; J. (2015). Being professional: accountability and authority in teachers’ responses to science curriculum reform. Studies in Science Education, 51(1), 87-120. https://doi.org/10.1080/03057267.2014.1001629

Article  Google Scholar 

*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. https://doi.org/10.1002/tea.20142

Article  Google Scholar 

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. https://doi.org/10.18404/ijemst.55999

Saunders, K. J., & Rennie, L. J. (2013). A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science. Research in Science Education, 43(1), 253-274.

Article  Google Scholar 

*Sibic, O., & Topcu, M. S. (2020). Pre-service science teachers’ views towards socio-scientific issues and socio-scientific issue-based instruction. Journal of Education in Science, Environment and Health, 6(4), 268–281. https://doi.org/10.21891/jeseh.749847

Sjöström, J., Frerichs, N., Zin, V. G., & Eilks, I. (2017). Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education, 53, 165–192. https://doi.org/10.1080/03057267.2017.1384649

Article  Google Scholar 

Stenhouse, L. (1983). Authority, education and emancipation. London: Heinemann.

Google Scholar 

Stradling, R. (1984). The teaching of controversial issues: An evaluation. Educational Review, 36(2), 121–129. https://doi.org/10.1080/0013191840360202

Article  Google Scholar 

*Sullivan, S. M. B., Ledley, T. S., Lynds, S. E., & Gold, A. U. (2014). Navigating climate science in the classroom: teacher preparation, perceptions and practices. Journal of Geoscience Education, 62(4), 550–559. https://doi.org/10.5408/12-304.1

Article  Google Scholar 

Sund, P. (2016). Discerning selective traditions in science education: A qualitative study of teachers’ responses to what is important in science teaching. Cultural Studies of Science Education, 11(2), 387-409.

Article  Google Scholar 

*Weinberger, Y., & Dreyfus, A. (2013). Teacher college students’ views of controversial environmental issues: Ambivalence and readiness to adopt a stance. International Journal of Environmental and Science Education, 8, 627–643. https://doi.org/10.12973/ijese.2013.224a

Zeidler, D.L., Herman, B.C. & Sadler, T.D. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research ,1, 11. https://doi.org/10.1186/s43031-019-0008-7

Article  Google Scholar 

Zeidler, D. L., & Sadler, T. D. (2023). Exploring and expanding the frontiers of socioscientific issues. In Handbook of Research on Science Education (pp. 899–929). Routledge.

留言 (0)

沒有登入
gif