Socioscientific Issues to Promote Content Knowledge & Socioscientific Reasoning in Puerto Rican High School Students-Reference-Cited by-同舟云学术

Socioscientific Issues to Promote Content Knowledge & Socioscientific Reasoning in Puerto Rican High School Students

Published:2019-05-01 Issue:5 Volume:81 Page:328-332
ISSN:0002-7685
Container-title:The American Biology Teacher
language:en
Short-container-title:

Author:

Villarín Lorraine J. Ramírez¹,Fowler Samantha R.²

Affiliation:

1. LORRAINE J. RAMÍREZ VILLARÍN is a Science Education PhD candidate attending the Florida Institute of Technology, where she currently works as a graduate teaching assistant. Her teaching career has mostly included being an elementary general science and secondary biology teacher in Puerto Rico. For questions or comments, contact her at lorrainejrv@gmail.com or https://orcid.org/0000-0002-1872-2023

2. SAMANTHA R. FOWLER is a Professor at the Florida Institute of Technology as part of the STEM Education Program within the Department of Mathematical Sciences; e-mail: fowlers@fit.edu.

Abstract

Socioscientific issues have proved to be excellent tools for fostering the development of higher-order thinking skills that lead to superior socioscientific reasoning and decision making. This educational construct, with a focus on a local coastal environmental situation, was incorporated into a science class of high school biology students in Puerto Rico to assess relevant content knowledge and enable socioscientific reasoning. We describe how socioscientific reasoning was introduced, implemented, and assessed and the influence it had on students during a four-week in-depth exploration on the topic.

Publisher

University of California Press

Subject

General Agricultural and Biological Sciences,Agricultural and Biological Sciences (miscellaneous),Education

Link

http://online.ucpress.edu/abt/article-pdf/81/5/328/60542/abt_2019_81_5_328.pdf

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