Students' perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking
Students' perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking
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DOI：
10.1080/09500693.2020.1759843
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发表时间：
2020-05-05
影响因子：
2.3
通讯作者：
Friedrichsen, Patricia J.
中科院分区：
文献类型：
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作者：
Ke, Li;Sadler, Troy D.;Friedrichsen, Patricia J.
人们广泛提倡在社会科学问题（SSI）的背景下学习科学，以实现重视在日常生活中使用科学的科学素养目标。虽然先前的研究表明基于 SSI 的学习可以促进学生的学科知识和实践，但人们对学生对基于 SSI 的学习的看法以及如何支持学生考虑 SSI 学习的认知方面知之甚少。在这项研究中，我们试图通过检查学生对学习的看法以及他们如何在电子烟监管的基于问题的单元中利用系统思维的认知工具来弥补研究差距。我们使用美国中西部一所高中 33 名学生的半结构化访谈作为我们的主要数据。结果表明，学生普遍对基于 SSI 的学习经历持积极态度，并发现 SSI 工作具有 1) 相关性、2) 有趣、3) 促进作用、4) 对他们的科学学习有益。此外，我们发现学生在如何使用系统思维的认知工具方面存在差异，从缺乏使用到使用表面特征，再到使用认知目的。我们通过讨论如何让学生参与有意义的学习活动来支持学生有效地参与 SSI 学习来结束本文。
Learning science in the context of socio-scientific issues (SSI) is widely advocated for achieving the goal of scientific literacy that values using science in daily lives. While prior research suggests that SSI-based learning can promote students' disciplinary knowledge and practices, less is known about students' perceptions of SSI-based learning and how to support students in considering the epistemic aspects of SSI learning. In this study, we seek to address the research gap by examining students' perceptions of their learning and how they appropriate the epistemic tools for systems thinking in an issue-based unit on the regulation of e-cigarettes. We used semi-structured interviews from 33 students in a midwestern U.S. high school as our primary data. The results suggest that students in general held positive attitudes towards SSI-based learning experiences and found SSI work to be 1) relevant, 2) interesting, 3) promoting agency, and 4) beneficial for their science learning. Also, we found that students differed in how they appropriated the epistemic tools for systems thinking ranging from lack of appropriation, to appropriating surface features, and to appropriating epistemic purposes. We conclude the paper by discussing how engaging students in meaningful learning activities may support students' productive engagement in SSI learning.