Preservice Secondary Science Teachers’ Views on Teaching Socioscientific Issues
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-19-1840-7_4
Reference24 articles.
1. Bandura, A. (1997). Self-efficacy in changing societies. Cambridge University Press.
2. Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E. L., Alcaraz-Dominguez, S., Barajas, M., & Dagan, E. (2019). Science teachers’ pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56(9), 1207–1233. https://doi.org/10.1002/tea.21550
3. Cohen R., Zafrani E., & Yarden A. (2020). Science teachers as proponents of socio-scientific inquiry-based learning: From professional development to classroom enactment. In M. Evagorou, J. Nielsen, & J. Dillon (Eds.), Science Teacher Education for Responsible Citizenship (pp. 117–132). https://doi.org/10.1007/978-3-030-40229-7_8
4. El Arbid, S. S., & Tairab, H. H. (2020). Science teachers’ views about inclusion of socio-scientific issues in UAE science curriculum and teaching. International Journal of Instruction, 13(2), 733–748. https://doi.org/10.29333/iji.2020.13250a
5. Fang, S.-C., Hsu, Y.-S., & Lin, S.-S. (2019). Conceptualizing socioscientific decision making from a review of research in science education. International Journal of Science and Mathematics Education, 17(3), 427–448. https://doi.org/10.1007/s10763-018-9890-2
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