Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation
Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation
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将社会科学问题纳入 STEM 教育课程：探索教师在 SSI 中论证的使用以及课堂实施计划
DOI：
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发表时间：
2020
影响因子：
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通讯作者：
Julie Dunphy
中科院分区：
文献类型：
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作者：
Joseph Johnson;Augusto Z. Macalalag;Julie Dunphy
社会科学问题(SSI)框架被应用于探索一个由两名教师组成的团队是如何在STEM教育研究生项目中作为学生处理SSI案例的。运用案例研究的方法，我们发现了具体的SSI案例与科学论证水平以及教师的教学计划之间的联系。我们的发现表明，我们的教师在通过SSI案例将科学论证融入他/她预期的课堂实践方面取得了成功，也面临着挑战。具体地说，我们的参与教师表现出明显更高水平的主张、推理和质疑信息来源的能力，但较低水平的证据和反驳。他们在讨论SSI案件时难以将索赔与证据和推理联系起来。此外，他们打算实施的课堂教学考虑了如何将课程与学生的生活联系起来，建立科学知识，并提供有意义的背景，让学生参与到SSI的学习中来。
The Socioscientific Issue (SSI) framework was applied to explore how a team of two teachers navigated SSI cases as students in a STEM education graduate program. Using a case study approach, we found a connection between the specific SSI case and levels of scientific argumentation, as well as teachers’ plans for teaching. Our findings suggest successes and challenges for our teachers in incorporating scientific argumentation through SSI cases into his/her intended classroom practices. Specifically, our participating teachers displayed notably higher levels of claims, reasoning, and ability to question the sources of information, but lower levels of evidence and rebuttals. They had difficulty in connecting claims to evidence and reasoning in discussing the SSI cases. Moreover, their intended classroom implementation considered how to connect the lessons to their students’ lives, build scientific knowledge, and provide meaningful context to engage their students in the study of SSI.