Investigating the Knowledge Domains Science Teachers Use When Considering a Socioscientific Issue
Investigating the Knowledge Domains Science Teachers Use When Considering a Socioscientific Issue
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调查科学教师在考虑社会科学问题时使用的知识领域
DOI：
10.1007/s11165-022-10067-5
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发表时间：
2023
影响因子：
2.3
通讯作者：
Zacharski, Kinsey
中科院分区：
文献类型：
--
作者：
Menke, Lucas;Voss, Sarah;Kruse, Jerrid;Zacharski, Kinsey
在日益复杂的媒体环境中，科学教育工作者必须帮助学生做好准备，就科学相关问题做出符合他们自己及其社区最佳利益的决定。研究人员建议使用社会科学问题（SSI）来教学生如何科学思考，并就科学相关问题做出正确的决定。为了支持学生在学习，成长和思考时考虑SSI，这是有帮助的，知道人们如何看待SSI。了解人们在考虑SSI时所借鉴的知识领域将有助于研究人员和教师支持学生关于SSI的思考和决策。许多研究关注人们如何使用单个知识领域，但很少有人关注多个知识领域。本研究调查的知识领域，中学科学教师使用时，考虑区域SSI。参与者接受了采访，使用一种有声思维协议，其中他们阅读了一篇关于SSI的文章，并被要求说出他们对这个问题的想法。研究结果表明，参与者在我们的研究提请最经常从媒体素养和技术的性质（非）的领域。我们建议，这些领域值得更多的关注比他们在科学课堂上收到的，如果学生要更充分地准备与SSI。
In an increasingly complex media environment, science educators must help prepare students to make decisions on science-related issues that are in the best interest of themselves and their communities. Researchers have suggested the use of socioscientific issues (SSI) to teach students how to think scientifically and to make good decisions regarding science-related issues. To support students in their learning, growth, and thinking when considering SSI, it is helpful to know how people think about SSI. Understanding the knowledge domains that people draw from when considering SSI will help researchers and teachers support students in their thinking and decision-making regarding SSI. Many studies have looked at how people use individual knowledge domains, but few have looked at multiple knowledge domains in concert. This study investigated the knowledge domains that secondary science teachers use when considering a regional SSI. Participants were interviewed using a think-aloud protocol, in which they read an article about an SSI and were asked to verbalize their thinking about the issue. Findings indicate that participants in our study drew most often from the domains of media literacy and the nature of technology (NOT). We suggest that such domains deserve more attention than they have received in science classrooms if students are to be more fully prepared to engage with SSI.
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