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Socio-scientific Issues in the Classroom

Teaching, Learning and Research

  • Book
  • © 2011

Overview

Editors:
  1. Troy D. Sadler

    1. University of Florida, Gainesville, USA

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  • Advances understandings of how to promote scientific literacy
  • Provides new insights for teaching science in the context of socio-scientific issues (SSI)
  • Presents the field's most inclusive collection of classroom-based SSI research projects Presents a new empirically based framework for SSI based education Features leading authors from eight countries across four continents
  • Includes supplementary material: sn.pub/extras

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 39)

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Table of contents (20 chapters)

  1. Front Matter

    Pages i-xxiv
    Download chapter PDF

  2. Situating Socio-scientific Issues in Classrooms as a Means of Achieving Goals of Science Education

    • Troy D. Sadler
    Pages 1-9

  3. Enhancing the Authenticity of a Web-Based Module for Teaching Simple Inheritance

    • Tali Tal, Yael Kali, Stella Magid, Jacqueline J. Madhok
    Pages 11-38

  4. Metalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interest

    • Siu Ling Wong, Tali Tal, Troy D. Sadler
    Pages 39-43

  5. Learning Science Content and Socio-scientific Reasoning Through Classroom Explorations of Global Climate Change

    • Troy D. Sadler, Michelle L. Klosterman, Mustafa S. Topcu
    Pages 45-77

  6. Metalogue: Issues in the Conceptualization of Research Constructs and Design for SSI Related Work

    • Troy D. Sadler, Vaille M. Dawson, Michelle L. Klosterman, Jennifer L. Eastwood, Dana L. Zeidler
    Pages 79-87

  7. Effects of an Interdisciplinary Program on Students’ Reasoning with Socioscientific Issues and Perceptions of Their Learning Experiences

    • Jennifer L. Eastwood, Whitney M. Schlegel, Kristin L. Cook
    Pages 89-126

  8. Metalogue: SSI in Undergraduate Science Education

    • Jennifer L. Eastwood, Troy D. Sadler, María Pilar Jiménez-Aleixandre
    Pages 127-131

  9. Discussing a Socioscientific Issue in a Primary School Classroom: The Case of Using a Technology-Supported Environment in Formal and Nonformal Settings

    • Maria Evagorou
    Pages 133-159

  10. Metalogue: Assessment, Audience, and Authenticity for Teaching SSI and Argumentation

    • Maria Evagorou, Troy D. Sadler, Tali (Revital) Tal
    Pages 161-166

  11. Decision Making and Use of Evidence in a Socio-scientific Problem on Air Quality

    • Shirley Simon, Ruth Amos
    Pages 167-192

  12. Metalogue: Engaging Students in Scientific and Socio-scientific Argumentation

    • Victor Sampson, Shirley Simon, Ruth Amos, Maria Evagorou
    Pages 193-199

  13. Different Music to the Same Score: Teaching About Genes, Environment, and Human Performances

    • Blanca Puig, María Pilar Jiménez-Aleixandre
    Pages 201-238

  14. Metalogue: Design and Enactment of SSI Curriculum: Critical Theory, Difficult Content, and Didactic Transposition

    • Timothy Barko, Shirley Simon, María Pilar Jiménez-Aleixandre, Troy D. Sadler
    Pages 239-243

  15. Learning Nature of Science Through Socioscientific Issues

    • Siu Ling Wong, Zhihong Wan, Maurice Man Wai Cheng
    Pages 245-269

  16. Metalogue: Preconditions and Resources for Productive Socio-scientific Issues Teaching and Learning

    • Siu Ling Wong, Dana L. Zeidler, Michelle L. Klosterman
    Pages 271-276

  17. Enacting a Socioscientific Issues Classroom: Transformative Transformations

    • Dana L. Zeidler, Scott M. Applebaum, Troy D. Sadler
    Pages 277-305

  18. Metalogue: Balancing Tensions Associated with Extensive Enactment of SSI-Based Teaching

    • Dana L. Zeidler, Randy L. Bell, Troy D. Sadler, Jennifer L. Eastwood
    Pages 307-312

  19. A Case Study of the Impact of Introducing Socio-scientific Issues into a Reproduction Unit in a Catholic Girls’ School

    • Vaille M. Dawson
    Pages 313-345

  20. Metalogue: Critical Issues in Teaching Socio-scientific Issues

    • Jennie S. Brotman, Vaille M. Dawson, Felicia Moore Mensah
    Pages 347-353
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Keywords

About this book

Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accomplish regarding student learning, practices and interest. It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship. It presents a wide range of classroom-based research projects that offer new insightsfor SSI-based education. Authored by leading researchers from eight countries across four continents, this book is an important compendium of syntheses and insights for veteran researchers, teachers and curriculum designers eager to advance the SSI agenda.

Reviews

From the reviews:

“Sadler’s volume is clearly primarily an ‘academic’ book: it is theoretical, and scholarly. … valuable to teachers who are interested in developing teaching approaches and material for teaching socio-scientific issues. … Researchers and graduate students will certainly find much of interest here … . The book certainly makes a substantial contribution in seeking to develop our understanding of the challenges and affordances of this focus of science teaching.” (Keith S. Taber, Teacher Development, February, 2014)

“The present book is a collection of chapters, written by different authors, coordinated by T.D. Sadler. … This book is a must for researchers in education who are interested in teaching SSIs, but it should also be read by those studying the teaching of stabilized knowledge in science. The issues raised are significantly rich. The form chosen is original and stimulating. I strongly recommend it.” (Laurence Simonneaux, Science & Education, May, 2012)

Editors and Affiliations

  • University of Florida, Gainesville, USA

    Troy D. Sadler

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