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Science Teacher Education for Responsible Citizenship

Towards a Pedagogy for Relevance through Socioscientific Issues

  • Book
  • © 2020

Overview

Editors:
  1. Maria Evagorou

    1. Department of Education, University of Nicosia, Nicosia, Cyprus

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  2. Jan Alexis Nielsen

    1. Department of Science Education, University of Copenhagen, Copenhagen, Denmark

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    You can also search for this editor in PubMed   Google Scholar

  3. Justin Dillon

    1. University of Exeter, Exeter, UK

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  • Brings together Studies from Across the World in Order to discuss Responsible Citizenship, Relevance of Science and Socio-Scientific Issues
  • Describes the Pedagogies that Researchers use in their Studies
  • Discusses recent Policy Reforms in Various Regions

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 52)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xv
    Download chapter PDF

  2. Introduction: Socio-scientific Issues as Promoting Responsible Citizenship and the Relevance of Science

    • Maria Evagorou, Justin Dillon
    Pages 1-11

  3. Teachers and Socioscientific Issues – An Overview of Recent Empirical Research

    • Jan Alexis Nielsen
    Pages 13-20

  4. Pre-service Secondary Science Teachers’ Beliefs About Teaching Socio-scientific Issues

    • Jessica S. C. Leung, Ka Lok Wong, Kennedy K. H. Chan
    Pages 21-39

  5. Socio-Scientific Inquiry-Based Learning: Possibilities and Challenges for Teacher Education

    • Ruth Amos, Marie-Christine Knippels, Ralph Levinson
    Pages 41-61

  6. Critical and Active Public Engagement in Addressing Socioscientific Problems Through Science Teacher Education

    • John Lawrence Bencze, Sarah El Halwany, Majd Zouda
    Pages 63-83

  7. Supporting Teachers in the Design and Enactment of Socio-Scientific Issue-Based Teaching in the USA

    • Patricia J. Friedrichsen, Troy D. Sadler, Laura Zangori
    Pages 85-99

  8. Gamification of SSI’s as a Science Pedagogy: Toward a Critical Rationality in Teaching Science

    • James P. Davis, Alberto Bellocchi
    Pages 101-116

  9. Science Teachers as Proponents of Socio-Scientific Inquiry-Based Learning: From Professional Development to Classroom Enactment

    • Rachel Cohen, Eran Zafrani, Anat Yarden
    Pages 117-132

  10. Getting Ready to Work with Socio-Scientific Issues in the Classroom: A Study with Argentine Teachers

    • Melina Furman, Inés Taylor, Mariana Luzuriaga, María Eugenia Podestá
    Pages 133-151

  11. Introducing Model-Based Instruction for SSI Teaching in Primary Pre-service Teacher Education

    • Anna Garrido Espeja, Digna Couso
    Pages 153-171

  12. Re-thinking the Integration of Socioscientific Issues in Life Sciences Classrooms Within the Context of Decolonising the Curriculum

    • Ronicka Mudaly
    Pages 173-191

  13. New Perspectives for Addressing Socioscientific Issues in Teacher Education

    • Jan Alexis Nielsen, Maria Evagorou, Justin Dillon
    Pages 193-199
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Keywords

About this book

This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers’ beliefs about teaching SSI, teachers’ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.

Editors and Affiliations

  • Department of Education, University of Nicosia, Nicosia, Cyprus

    Maria Evagorou

  • Department of Science Education, University of Copenhagen, Copenhagen, Denmark

    Jan Alexis Nielsen

  • University of Exeter, Exeter, UK

    Justin Dillon

About the editors

Maria Evagorou is an Associate Professor at the University of Nicosia, Cyprus. Her scholarly activity focuses on exploring and enhancing young students’ and pre-service teachers’ argumentation skills within socioscientific issues. More specifically, the emphasis of her work is on students’ and teachers’ talk when they engage in the discussion of SSI and aims to explore ways in which teachers can be supported in their effort to include SSI in their teaching s. She has worked as a principal investigator and senior researcher on various EU and local research projects, served as a member on the JRST editorial board, and as a strand coordinator for ESERA, and has published widely. 


Jan Alexis Nielsen is Associate Professor at the Department of Science Education at the University of Copenhagen, Denmark. His research focuses on the understanding and assessment of generic competences. He has investigated students’ socioscientific argumentation and teachers’ beliefs about teaching socioscientific issues. He has also worked closely with teachers to build assessment frameworks for inquiry, modelling and innovation competence. Over the past 12 years, he has participated in a range of international and national projects related to inquiry and/or socioscientific issues. 


Justin Dillon is professor of science and environmental education at the University of Exeter. After studying for a degree in chemistry, he trained as a science teacher at Chelsea College and taught in six inner London schools. Justin joined King’s College London in 1989 and was promoted to professor in 2009. He is editor-in-chief of Studies in Science Education and co-edits the International Journal of Science Education. In 2007, Justin was elected President of the European Science Education Research Association. He has co-edited 18 books including Becoming a Teacher, Bad Education and the International Handbook of Research onEnvironmental Education. Justin has published around 100 papers in peer-reviewed journals and almost the same number of book chapters.

Bibliographic Information

  • Book Title: Science Teacher Education for Responsible Citizenship

  • Book Subtitle: Towards a Pedagogy for Relevance through Socioscientific Issues

  • Editors: Maria Evagorou, Jan Alexis Nielsen, Justin Dillon

  • Series Title: Contemporary Trends and Issues in Science Education

  • DOI: https://doi.org/10.1007/978-3-030-40229-7

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-40228-0Published: 24 March 2020

  • Softcover ISBN: 978-3-030-40231-0Published: 24 March 2021

  • eBook ISBN: 978-3-030-40229-7Published: 23 March 2020

  • Series ISSN: 1878-0482

  • Series E-ISSN: 1878-0784

  • Edition Number: 1

  • Number of Pages: XV, 199

  • Number of Illustrations: 19 b/w illustrations

  • Topics: Science Education, Teaching and Teacher Education, Study and Learning Skills

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