What Do Students Gain by Engaging in Socioscientific Inquiry?

Author:

Sadler Troy D.,Barab Sasha A.,Scott Brianna

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference47 articles.

1. Applebaum, S., Barker, B., & Pinzino, D. (2006, April). Socioscientific issues as context for conceptual understanding of content. Paper presented at the National Association for Research in Science Teaching, San Francisco, CA.

2. Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and knowing. Educational Psychologist, 37, 165–182.

3. Barab, S. A., Sadler, T. D., Heiselt, C., Hickey, D. T., & Zuiker, S. (in press). Relating narrative, inquiry, and inscriptions: A framework for socio-scientific inquiry. Journal of Science Education and Technology.

4. Barab, S. A., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 52, 86–108.

5. Berkowitz, M. W., & Simmons, P. (2003). Integrating science education and character education. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 117–138). Dordrecht, The Netherlands: Kluwer.

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