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Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation

Authors
  • Johnson, Joseph1
  • Macalalag, Augusto Z. Jr2
  • Dunphy, Julie2
  • 1 Mercyhurst University, 501 East 38th Street, Erie, PA, 16546, USA , Erie (United States)
  • 2 Arcadia University, 450 S. Easton Road, Glenside, PA, 19038, USA , Glenside (United States)
Type
Published Article
Journal
Disciplinary and Interdisciplinary Science Education Research
Publisher
Springer Singapore
Publication Date
Aug 05, 2020
Volume
2
Issue
1
Identifiers
DOI: 10.1186/s43031-020-00026-3
Source
Springer Nature
Keywords
License
Green

Abstract

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.

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