Beyond STS: A research‐based framework for socioscientific issues education
Beyond STS: A research‐based framework for socioscientific issues education
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超越 STS：基于研究的社会科学问题教育框架
DOI：
10.1002/sce.20048
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发表时间：
2005
影响因子：
4.3
通讯作者：
E. Howes
中科院分区：
文献类型：
--
作者：
D. Zeidler;T. Sadler;Michael L. Simmons;E. Howes
过去几年的科学、技术和社会（STS）运动与社会科学问题（SSI）领域之间有一个重要的区别。典型的STS教育实践似乎没有嵌入一个连贯的发展或社会学框架，明确考虑儿童的心理和认识论成长，也没有品格或美德的发展。相比之下，SSI运动侧重于让学生思考基于科学的问题如何在一定程度上反映道德原则和美德元素，这些原则和美德元素涵盖了他们自己的生活，以及他们周围的物质和社会世界。本文的重点是描述当前研究和实践的基于研究的框架，确定与社会科学问题推理相关的因素，并提供一个工作模型，说明对SSI和科学教育至关重要的关键心理、社会学和发展因素之间的理论和概念联系。©2005 Wiley期刊公司科学教育，39 (3):357 - 377,2005
An important distinction can be made between the science, technology, and society (STS) movement of past years and the domain of socioscientific issues (SSI). STS education as typically practiced does not seem embedded in a coherent developmental or sociological framework that explicitly considers the psychological and epistemological growth of the child, nor the development of character or virtue. In contrast, the SSI movement focuses on empowering students to consider how science-based issues reflect, in part, moral principles and elements of virtue that encompass their own lives, as well as the physical and social world around them. The focus of this paper is to describe a research-based framework of current research and practice that identifies factors associated with reasoning about socioscientific issues and provide a working model that illustrates theoretical and conceptual links among key psychological, sociological, and developmental factors central to SSI and science education. © 2005 Wiley Periodicals, Inc. Sci Ed, 89:357–377, 2005