Socioscientific issues: Searching for new perspectives

Maria Evagorou; Jan Alexis Nielsen

Socioscientific issues: Searching for new perspectives

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Abstract

A paramount commitment of science education is to enable students to tackle societal, real-life issues by making decisions that are informed by science. This commitment has been the basis of the notion of socio-scientific issues (SSI), which has developed into an important strand of science education research. Despite a range of documented benefits of SSI – such as improving students’ learning of content, developing interest, and improving students’ argumentation competencies – it is a widespread finding that it is profoundly difficult to change teaching practice into one that regularly harbours high quality SSI-teaching. We discuss the notion of SSI – both from the perspective of its historical development and from the perspective of its present manifestation in curricula and policy documents – and we will focus on the new perspectives of socioscientific issues and point to how some of the most persistent challenges for the uptake of SSI-teaching can be alleviated.

Originalsprog	Dansk
Publikationsdato	2019
Status	Udgivet - 2019
Begivenhed	ESERA 2019: The beauty and pleasure of understanding: engaging with contemporary challenges through science education - Bologna, Italien Varighed: 26 aug. 2019 → 30 aug. 2019 https://www.esera2019.org/#

Konference

Konference	ESERA 2019
Land/Område	Italien
By	Bologna
Periode	26/08/2019 → 30/08/2019
Internetadresse	https://www.esera2019.org/#

Adgang til dokumentet

ESERA2019_plenarytalk_190828_compressed

Citationsformater

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abstract = "A paramount commitment of science education is to enable students to tackle societal, real-life issues by making decisions that are informed by science. This commitment has been the basis of the notion of socio-scientific issues (SSI), which has developed into an important strand of science education research. Despite a range of documented benefits of SSI – such as improving students{\textquoteright} learning of content, developing interest, and improving students{\textquoteright} argumentation competencies – it is a widespread finding that it is profoundly difficult to change teaching practice into one that regularly harbours high quality SSI-teaching. We discuss the notion of SSI – both from the perspective of its historical development and from the perspective of its present manifestation in curricula and policy documents – and we will focus on the new perspectives of socioscientific issues and point to how some of the most persistent challenges for the uptake of SSI-teaching can be alleviated.",

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T1 - Socioscientific issues: Searching for new perspectives

AU - Evagorou, Maria

AU - Nielsen, Jan Alexis

PY - 2019

Y1 - 2019

N2 - A paramount commitment of science education is to enable students to tackle societal, real-life issues by making decisions that are informed by science. This commitment has been the basis of the notion of socio-scientific issues (SSI), which has developed into an important strand of science education research. Despite a range of documented benefits of SSI – such as improving students’ learning of content, developing interest, and improving students’ argumentation competencies – it is a widespread finding that it is profoundly difficult to change teaching practice into one that regularly harbours high quality SSI-teaching. We discuss the notion of SSI – both from the perspective of its historical development and from the perspective of its present manifestation in curricula and policy documents – and we will focus on the new perspectives of socioscientific issues and point to how some of the most persistent challenges for the uptake of SSI-teaching can be alleviated.

AB - A paramount commitment of science education is to enable students to tackle societal, real-life issues by making decisions that are informed by science. This commitment has been the basis of the notion of socio-scientific issues (SSI), which has developed into an important strand of science education research. Despite a range of documented benefits of SSI – such as improving students’ learning of content, developing interest, and improving students’ argumentation competencies – it is a widespread finding that it is profoundly difficult to change teaching practice into one that regularly harbours high quality SSI-teaching. We discuss the notion of SSI – both from the perspective of its historical development and from the perspective of its present manifestation in curricula and policy documents – and we will focus on the new perspectives of socioscientific issues and point to how some of the most persistent challenges for the uptake of SSI-teaching can be alleviated.

M3 - Konferenceabstrakt til konference

T2 - ESERA 2019

Y2 - 26 August 2019 through 30 August 2019

ER -