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Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
Department of Chemistry and Biomedical Science, Linnaeus University.
Department of Education, Linnaeus University.
Dept of Chemistry and Biomedicine, Linnaeus University. (Dept of Chemistry and Biomedicine)
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education Research, Fysikens didaktik)ORCID iD: 0000-0001-6409-5182
2015 (English)In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 3, no 2, 159-176 p.Article in journal (Refereed) Published
Abstract [en]

Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.

Place, publisher, year, edition, pages
2015. Vol. 3, no 2, 159-176 p.
Keyword [en]
secondary school science, scientific literacy, socio‐scientific issues, curriculum implementation, student participation, teacher reflection
National Category
Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-262605OAI: oai:DiVA.org:uu-262605DiVA: diva2:854559
Funder
Swedish Research Council
Available from: 2015-09-17 Created: 2015-09-17 Last updated: 2017-12-05Bibliographically approved

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Linder, Cedric

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Citation style
  • apa
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