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Innovative Approaches to Socioscientific Issues and Sustainability Education

Linking Research to Practice

  • Book
  • © 2022

Overview

Editors:
  1. Ying-Shao Hsu

    1. Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan

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  2. Russell Tytler

    1. Faculty of Arts and Education, School of Education, Deakin University, Burwood, Australia

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  3. Peta J. White

    1. Faculty of Arts and Education, School of Education, Deakin University, Burwood, Australia

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  • Describes innovative to enhance teachers' capability on teaching socio-scientific issues and sustainability
  • Explores innovative teaching approaches for promoting students’ citizenship and literacy
  • Investigates factors affecting student engagement in understanding of socio-scientific issues and sustainability

Part of the book series: Learning Sciences for Higher Education (LSHE)

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Table of contents (22 chapters)

  1. Front Matter

    Pages i-xix
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  2. Overview of Teachers’ Professional Learning for Socioscientific Issues and Sustainability Education

    • Ying-Shao Hsu, Russell Tytler, Peta J. White
    Pages 1-12

  3. Innovative Approaches to Teacher Professional Learning

    1. Front Matter

      Pages 13-13
      Download chapter PDF

    2. Pre-Service Teachers Representing Socioscientific Aspects of Scientists’ Work

      • Peta J. White, Russell Tytler
      Pages 15-31

    3. Prioritizing Emotion Objects: Toward a Better Understanding of Preservice Science Teachers’ Growth in the Learning and Teaching of Socioscientific Issues

      • Jessica S. C. Leung, Maurice M. W. Cheng
      Pages 33-50

    4. Preservice Secondary Science Teachers’ Views on Teaching Socioscientific Issues

      • Jen-Yi Wu, Ying-Shao Hsu, Wen-Xin Zhang
      Pages 51-68

    5. Teaching SSI: Implications with Respect to Teachers’ Professional Identity

      • Nathalie Panissal, Nicolas Hervé
      Pages 69-83

    6. Towards Student-Centered Climate Change Education Through Co-design Approach in Science Teacher Education

      • Maija Aksela, Sakari Tolppanen
      Pages 85-99

    7. Responsible Research, Innovation, and Socioscientific Inquiry Approaches in a European Teacher Education Project

      • Russell Tytler, Peta J. White
      Pages 101-118

    8. Teachers’ SSI Professional Development in a Reflection-Based In-service Program

      • Wen-Xin Zhang, Ying-Shao Hsu
      Pages 119-134

    9. Supporting Science Teachers’ Professional Development and Teaching Practices: A Case Study of Socioscientific Issue-Based Instruction

      • Mustafa Sami Topçu, Nejla Atabey, AyÅŸe Çiftçi
      Pages 135-158

    10. Preparing Science Teachers to Design and Implement Socioscientific Decision Making Instruction: Researcher’s and Teachers’ Experiences

      • Shu-Sheng Lin
      Pages 159-178

  4. Innovative Approaches to Teaching

    1. Front Matter

      Pages 179-179
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    2. Sustainability Issues in Lower Secondary Science Education: A Socioscientific, Inquiry-Based Approach

      • Michiel van Harskamp, Marie-Christine P. J. Knippels, Wouter R. van Joolingen
      Pages 181-198

    3. Education for Environmental Citizenship Pedagogical Approach: Innovative Teaching and Learning for a Sustainable Future

      • Andreas Ch. Hadjichambis, Demetra Hadjichambi
      Pages 199-215

    4. Educational Potentialities of Student-Curated Exhibitions on Socioscientific Issues: The Students’ Perspective

      • Pedro Reis, Mónica Baptista, Luís Tinoca, Elisabete Linhares
      Pages 217-233

    5. Socioscientific Issues, Scientific Literacy, and Citizenship: Assembling the Puzzle Pieces

      • Sally Birdsall
      Pages 235-250

    6. Implementing the Instructional Model of Socioscientific Board Game in a General Education Course

      • Jen-Che Tsai, Shiang-Yao Liu
      Pages 251-269

    7. Futures-Focused Teaching and Learning of Climate Change: An Exploration into Students’ Perceptions of the Climate Future

      • Shu-Chiu Liu
      Pages 271-289

    8. Exploring the Relationships Among Prior Knowledge, Perceptions of Climate Change, Conceptual Understanding, and Scientific Explanation of Global Warming

      • Chia-Yu Wang
      Pages 291-311
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Keywords

About this book

This book explores innovative approaches to teacher professional learning, examples of teaching enacted in classrooms, and factors affecting the promotion of quality teaching in socio-scientific issues and sustainability contexts. Since educational settings and cultures influence teaching, the different approaches and perspectives in various cross-national contexts enable us to appreciate the diversity of different countries’ practices and provide insight into seminal approaches to socio-scientific issues-based teaching internationally. The book consists of three parts: innovative professional development programs, innovative teaching approaches, and issues relating to student engagement with socio-scientific issues and sustainability education. The book targets those who can be expected to develop curriculum, enact teaching practices, and facilitate teachers’ professional development in socio-scientific issues and sustainability education.

Editors and Affiliations

  • Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan

    Ying-Shao Hsu

  • Faculty of Arts and Education, School of Education, Deakin University, Burwood, Australia

    Russell Tytler, Peta J. White

About the editors

Ying-Shao Hsu is Professor of Graduate Institute of Science Education and the Department of Earth Sciences, as well as Vice President for Research and Development at the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 1997 from the department of curriculum and instruction at the Iowa State University. Her research focuses on inquiry learning, science curriculum design, metacognition, social–scientific issue education, and STEM education. Professor Hsu’s research work has been recognized with Outstanding Research Awards by the Minister of Science Technology in Taiwan (2011 & 2015), National Science Council Reward Special Talents (2010 & 2011), National Taiwan Normal University Research Awards (2005, 2006, 2007, 2008, & 2012), and Wu Da-Yu Memorial Award (2005). She held the position of Research Chair Professor at NTNU for the periods January 2016–December 2018 and October 2012–January 2015. Currently, she is Chair Professor of NTNU.
 
Russell Tytler is Alfred Deakin Professor and Chair of Science Education at Deakin University, Australia. He received his Ph.D. degree from Monash University in 1995. He has researched and written extensively on student learning and the role of representation as a multimodal language for reasoning in science, on teacher learning, socio-scientific reasoning and interdisciplinarity, school–community partnerships, and STEM curriculum policy and practice. He is Fellow of the Academy of Social Sciences in Australia. He has written a number of influential government reports, been active in curriculum development, has been Member of the Science Expert Group for PISA 2015 and 2024, and Member of the advisory group for the European PARRISE project focused on socio-scientific issues.
 
Peta White is Senior Lecturer of Science and Environmental Education, School of Education, Deakin University. Peta has worked in classrooms, as Curriculum Consultant and Manager, andas Teacher Educator in several jurisdictions across Canada and Australia. Peta gained her Ph.D. in Saskatchewan, Canada, where she focussed on learning to live sustainably which became a platform from which to educate future teachers. Peta’s current research interests follow three directions including science and biology education, sustainability, climate change, and environmental education, and collaborative/activist research.

Bibliographic Information

  • Book Title: Innovative Approaches to Socioscientific Issues and Sustainability Education

  • Book Subtitle: Linking Research to Practice

  • Editors: Ying-Shao Hsu, Russell Tytler, Peta J. White

  • Series Title: Learning Sciences for Higher Education

  • DOI: https://doi.org/10.1007/978-981-19-1840-7

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022

  • Hardcover ISBN: 978-981-19-1839-1Published: 02 August 2022

  • Softcover ISBN: 978-981-19-1842-1Published: 03 August 2023

  • eBook ISBN: 978-981-19-1840-7Published: 01 August 2022

  • Series ISSN: 2662-7302

  • Series E-ISSN: 2662-7310

  • Edition Number: 1

  • Number of Pages: XIX, 373

  • Number of Illustrations: 21 b/w illustrations, 23 illustrations in colour

  • Topics: Environmental and Sustainability Education, Science Education, Teaching and Teacher Education

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