Journal ArticleDOI
Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students
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In this paper, the authors examined the effects of a socioscientific issues-driven curriculum on the development of students' moral sensitivity and found that moral sensitivity can be promoted through science learning experiences embedded in SSI.Abstract:
This study is a part of a larger study that examined using socioscientific issues (SSI) as a form of effective science teaching. The purpose was to investigate how teaching a year‐long curriculum using SSI affects science learning outcomes. In this report, we examine the effects of a SSI‐driven curriculum on the development of students’ moral sensitivity. Our results indicate that development of moral sensitivity can be promoted through science learning experiences embedded in SSI. Results also suggest that moral sensitivity is contextually dependent. Implications for teaching are discussed.read more
Citations
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Journal ArticleDOI
Situated Learning in Science Education: Socio-Scientific Issues as Contexts for Practice.
TL;DR: In this article, situated learning is used as a theoretical framework for conceptualizing new ways to approach science education, including communities of practice, discourse, and identity, to better prepare students for active participation in science-related social issues.
Journal ArticleDOI
Socioscientific Issues: Theory and Practice
Dana L. Zeidler,Bryan H. Nichols +1 more
TL;DR: The authors reviewed the theory underlying the use of socioscientific issues (SSI) in science education and discussed how SSI units, which encourage evidence-based decision-making and compromise, can improve critical thinking, contribute to character education, and provide an interesting context for teaching required science content.
Journal ArticleDOI
Argument to Foster Scientific Literacy A Review of Argument Interventions in K–12 Science Contexts
TL;DR: In this paper, a study of 54 articles from the research literature examines how argument interventions promote scientific literacy and concludes that while argument does influence communication skills, metacognition, and critical thinking, not all forms of argument promote an understanding of scientific practice and subsequently scientific literacy.
Journal ArticleDOI
Advancing reflective judgment through Socioscientific Issues
TL;DR: This paper explored possible relationships between Socioscientific Issues instruction and students' development of reflective judgment, and found that more sophisticated and nuanced epistemological stances toward higher stages of reflective judgments were exhibited by students.
Journal ArticleDOI
STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response
TL;DR: A sociocultural per-spective framed through socioscientific considerations is offered as an alternative con- ceptualization as well as surplus model to hegemonic STEM practices as mentioned in this paper.
References
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TL;DR: A convenient, although not comprehensive, presentation of required sample sizes is providedHere the sample sizes necessary for .80 power to detect effects at these levels are tabled for eight standard statistical tests.
Journal ArticleDOI
Women's ways of knowing : the development of self, voice, and mind
TL;DR: In this article, the authors explore why women are reluctant to speak up for what they think in interviews with 135 women, rich and poor, young and old, well-educated and unschooled.
Book
Moral Development: Advances in Research and Theory
TL;DR: The authors evaluated the Defining Issues Test (DIT) developed by Rest and his coworkers and found that formal education is correlated with moral judgment; there is evidence for Kohlberg's higher stages; moral education programs produce modest gains, and, there are no sex differences.
Journal ArticleDOI
Establishing the norms of scientific argumentation in classrooms
TL;DR: In this article, a review of the role of argumentative discourse in science education is presented, and it is argued that the lack of opportunities for the practice of argument within science classrooms, and lack of teacher's pedagogical skills in organizing argumentive discourse within the classroom are significant impediments to progress in the field.
Journal ArticleDOI
Emotion, regulation, and moral development.
TL;DR: The role of nonmoral emotions (e.g. anger and sadness), including moods and dispositional differences in negative emotionality and its regulation, in morally relevant behavior, is reviewed.
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