Showing papers on "Social science education published in 2022"

Citizen science and its potential for science education

Abstract: ABSTRACT Citizen science is an expanding field in public education and learning and can bridge the gap between science and society. This benefits not only just citizen learning and scientific research, but also earlier learning in formal science education. Citizen science can foster an understanding of engagement with science as well as the perception of the relevance of scientific topics. Based on a review of several citizen science projects in school contexts, potential learning outcomes are identified, showing that citizen science can enhance aspects including pupils’ motivation, interest and knowledge as well as their scientific and communication skills. Project designs with a high level of pupil involvement are found to be particularly promising in terms of achieving learning objectives. However, curricular standards require the thorough preparation of citizen science projects to enable the development of their full potential for all participants.

Revisiting the Basic/Applied Science Distinction: The Significance of Urgent Science for Science Funding Policy

Abstract: There has been a resurgence between two closely related discussions concerning modern science funding policy. The first revolves around the coherence and usefulness of the distinction between basic and applied science and the second concerns whether science should be free to pursue research according to its own internal standards or pursue socially responsible research agendas that are held accountable to moral or political standards. In this paper, I argue that the distinction between basic and applied science, and the concomitant debate about freedom and social responsibility, require revision. I contend that the distinction can only be maintained in cases of urgent science. I go on to elucidate the notion of urgent science using a case study from research of the climate refugee crisis.

Humanistic science education: The history of science and other relevant contexts

Abstract: This article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need-to-know basis, but also content from the other domains of humanistic science education, including: the nature of science and scientists, cultural studies, and the multifarious interplay between science/scientists and society. The synopsis leads to the conclusion that instructional materials and student assessment tools developed earlier for teaching the history of science are relevant today. Science–technology–society–environment and socioscientific issues, two of the present six domains of humanistic school science, are given special attention. An example of their teaching materials is described, which illustrates in detail how to organize lessons or units particularly suited for the substantial majority of high school students who would not enroll in any current science classes if not required for graduation. Trends suggested for the future are based on shifts in current global economics.

The role of affect in science literacy for all

Abstract: ABSTRACT The goal of science literacy for all underlies much of today’s K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be able to appreciate the relevance of and draw upon scientific knowledge and practices in a broad range of personal and social issues. Many national science education standards, which aim to promote science literacy for all, focus almost entirely on prescribing the conceptual knowledge and practices that underlie science literacy, with only little, if any, reference to the affective characteristics that need to be fostered in parallel to conceptual knowledge and skills. This position paper highlights why affect is so important for the development of science literacy by critiquing the arguments that underlie many national standards documents and by considering the crucial role affect plays in becoming and remaining a lifelong learner of science. We argue that there is a discrepancy between the science education research literature and many national science education standards in terms of the latter not acknowledging the affective domain as an important education outcome, and that this discrepancy is an obstacle to the attainment of science literacy for all.

The Relevancy of Science Education to Public Engagement with Science

Abstract: For the past few decades science education aimed to prepare non-scientists to make sense of science in their daily lives, to be critical consumers of science information, and to make informed decisions about scientific issues (Roberts & Bybee, 2014). This goal of inclusive science education for non-scientists is termed “science literacy” (Hurd, 1958). “Science education for all” can be justified if it offers value for all rather than just for the minority who will become scientists (Osborne & Dillon, 2008). What is this value?

The Construction of Civil Scientific Literacy in China from the Perspective of Science Education

Abstract: On 25 June 2021, the State Council issued the new Outline of the National Action Scheme for Scientific Literacy for All Chinese Citizens (2020–2035) (Outline of Scientific Literacy). In order to provide reference for its implementation, this study analyzes the achievements and obstacles in the implementation of the old Outline of Scientific Literacy (2006–2010-2020) based on the results of all previous surveys on civic scientific literacy (CSL) in China and from the perspective of science education. The results showed a continued steady growth in CSL, from 1.6 in 2005 to 10.56% in 2020. Specifically, male, urban, and younger adults were more likely to qualify as possessing CSL. Moreover, education level was found to be positively related to CSL. The study also found that in China, the effectiveness of formal science education has been hampered by the long-term division of the arts and sciences, examination-oriented education, the urban–rural gap, and the aging population. In terms of informal education, 37.2% of Chinese citizens visited science museums in 2020, and the Internet plays an increasing important role. Nowadays, Chinese science popularization lacks interaction, with limited opportunities for public engagement. There are deficiencies in both the country’s formal and informal science education, meaning that there is still much room for improvement in the promotion of CSL in China.

Southeast Asian Students’ Perspective in Science and science education

Abstract: The study describes the attitudes and beliefs towards science and science education of Year 9 and 10 Southeast Asian students including gender and year level differences based on the seven categories. This study involved Year 9 and 10 students from seven SEAMEO countries. Out of 5,375 samples selected, 2,158 were boys and 3,217 were girls. There were seven categories in the survey instrument that was administered, including students’ perceptions about: (1) science; (2) science outside school; (3) science topics; (4) scientist vocation; (5) self-efficacy in science; (6) teaching and learning science; as well as (7) future participation in science. The analyses showed that generally students had positive attitudes on categories such as: science, science outside school, teaching and learning science, scientist vocation, science topics and future participation in science. However, in general, the students in this region had slightly low self-efficacy in science in which included items such as science as a difficult subject and science classes are boring. The results also showed that Year 9 and boys acted more positively than Year 10 and girls in the attitudes and beliefs towards science. Further research and recommendations are explored. The findings would be used as a tool to revise the national science curriculum of the participating countries in terms of content standards and inform teachers of how teaching and learning practices can be aligned with students’ attitudes and perceptions to obtain better learning outcomes. The research findings could also be used as a springboard for further research exploring deeper the variables affecting students’ success in science and providing intervention for teachers’ training curriculum and continuing professional development in terms of technological pedagogical content knowledge (TPACK) that would increase the interest of students in learning and exploring science.

Scientific Culture and Education Sector: Literacy, Understanding, or Engagement?

Abstract: Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age

Determining pre-service science teachers’ perceptions of science, nature of science, and the relationship between them

Abstract: Besides being a necessity for science education, understanding the nature of science and the concept of science also facilitates individuals’ daily lives and affects their decisions as conscious citizens. This study aims to determine the pre-service science teachers' perceptions of science and their views on the nature of science and the relationship between them. The study was carried out with prospective science teachers from different undergraduate levels. Perception of Science Questionnaire and Views on Nature of Science Questionnaire were used as data collection tools. The views on the nature of science were coded as unacceptable, partially acceptable and acceptable and statistical analyses were carried out accordingly. Pre-service science teachers’ views on the nature of science were found to be unacceptable and partially acceptable. Nature of science views generally showed a positive tendency throughout the undergraduate education. The metaphors obtained from the concept of science were analyzed by content analysis. The metaphors obtained were categorized as dynamic, guiding, cumulative, requirement andinfinite. According to the results, the perceptions of pre-service science teachers were positive, but also showed some deficiencies and misconceptions. Finally, pre-service science teachers’ choice of metaphors, although not statistically significant, differed according to their grade level. No statistically significant relationship was found between pre-service science teachers' views on nature of science and their perceptions of science.

Teaching methods of sociology research and social work to students at Vietnam Trade Union University

Abstract: Sociology and social work have the same focus – that is the study of people as the specialties of the social sciences. Despite this, Sociology is part of the Social Sciences, while Social Work is part of applied science and expertise. So, between these two disciplines in addition to the similarities, they also have some very different points in the approach to scientific research. This article analyzes the specific aspects of these two sciences in teaching practice for students at Vietnam Trade Union University

Cultivating Science Literacy Through the General Education Curriculum

Abstract: The goal of science education is to cultivate science literacy. Science literacy is the ability to find rational solutions to personal or social problems based on scientific evidence. This article emphasizes that cultivating science literacy is consistent with the goal pursued in general education.It is essential to understand the process of scientific research in science classes in general education to cultivate science literacy. Understanding the process of scientific research includes raising problems, designing experiments, data collection, interpretation of results, publishing a paper, and so forth. The latest innovations in science and technology immediately affect the decision-making process of the public. This makes the ability to find and evaluate relevant scientific information even more crucial. Furthermore, teaching the scientific approach to problem-solving based on appropriate information, along with scientific thinking, is the unique and core role of the science class in general education.Science literacy can be effectively achieved through convergent education that encompasses diverse academic fields in the framework of the overall general education curriculum. This type of convergence allows students to reflect on and sometimes re-establish images of oneself and society being changed by cutting-edge science and technology. This is the basic philosophy pursued by liberal arts education. By broadening our horizons through interdisciplinary convergence, students will be able to find clues leading to a deeper understanding and to a creative resolution of social issues related to science and technology that sometimes lead to social conflicts. One of the greatest strengths of general education in universities is that it can open an integrative perspective to students who have been learning within the boundaries of individual subjects until middle school. Collectively, cultivating science literacy requires deliberation and collaboration across diverse disciplines to create an effective general education curriculum for future students-ones who have to cope with the rapid social changes from scientific and technological innovation.

Contextualizing the philosophy of science education: Insight from China

Abstract: Understanding the nature of science is conducive to establishing a correct view of science and understanding the connotation of science education and the nature of scientific inquiry. This study aims to contextualize the philosophy of science education from China’s perspective. The value, goal, and content of science humanistic education, experience in China’s science education, and regionalization for promoting the development of science education in schools have been explored in this study. In addition, both the challenges facing science education and countermeasures of science education have also been offered in the last.

Overcoming the challenges in science education

Abstract: The impact of science education in the daily activities of man and of course the world can never be over emphasized because science education form the basis for the acquisition of the scientific common senses that are applied in the solution of certain problems. The world is changing every day, therefore, science education which is the vehicle for advancement; innovations and national development have to change too. The paper looks into the concept of science education, goals of science education, emerging challenges in science education and way forward. Suggestions were also made on how best to overcome the challenges in science.

The Development of Indonesia National Curriculum and Its Changes: The Integrated Science Curriculum Development in Indonesia

Abstract: The national curriculum of Indonesia has changed several times, more than ten times precisely. Those alterations logically result from science learning political issues, government systems, social culture, economics, and science technology in the community. This study aims to develop integrated science in the science classroom. Qualitative research and document analysis are used in this study. The result of this qualitative research is a deeper analysis of the history of science, science textbook development, and an integrated curriculum for science learning. The history of science depicts that the curriculum change impacted how science integrates with other knowledge in the curriculum. In the last curriculum, junior high school taught integrative science, which differed from integrated science. There are two primary methods used by the Indonesian government to provide textbooks to aid in the implementation of the curriculum: the government development and a non-government publishing company developing textbooks with national standards. The last finding is the integrated curriculum for science learning. There is a relationship between the philosophy of science, integrated science, and science education. This research contributes to science, especially science education, with a term of integrated science model called Biology-Physics-Chemistry and other disciplines-Philosophy (BPCO_P)

Methodology of social science research

Abstract: The textbook is devoted to the general principles of social science research and contains generalized and systematized information on the history and philosophy of science, the problems of the subject and object of social science research, key methods of research of social phenomena. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for the organization of independent work on scientific projects, course and diploma studies of bachelors, undergraduates and postgraduates studying in the areas of training 41.03.04 "Political Science", 39.03.01 "Sociology", 38.03.04 "State and municipal Administration", 41.03.05 "International relations", 41.03.01 "Foreign regional studies", 40.03.01 "Jurisprudence", 41.03.06 "Public Policy and Social Sciences".

Theoretical-Methodological Perspectives of the Debate about Nature of Science in Science Education: Contrasts and Approximations between the Consensus View and Renewed Tendencies

Abstract: Context : In science education, teachers and researchers are concerned with and defend a teaching practice that enables an understanding of the nature of science and the principles of scientific research that considers essential aspects such as the purpose of scientific work, the nature of scientific knowledge and the idea that science is a social enterprise, valuing the perception of science as human activity, permeated and conditioned by ethical, economic, political, and cultural values. In this sense, there are a series of proposals and perspectives on the nature of science that represent advances to the contributions to these discussions, which are taken as reference in Science classes. Objectives : In this work, we identify and systematize contrasts and approximations between classical theoretical-methodological perspectives and renewed tendencies for the nature of science in science education. Design : The analysis was carried out based on the criticisms and opinions of authors who are looking for alternatives to the teaching of the nature of science in Science classes. Results : In the end, we show that some of the different theoretical-methodological perspectives that have been renewed may not be able to overcome some of the criticisms to the classic view in the debate about the nature of science in science education