The Association Between Course Context and Preservice Teachers' Perceptions of SSI Instruction

Author:

Newton Mark H.1ORCID,Kinskey Melanie2ORCID

Affiliation:

1. East Carolina University, USA

2. Sam Houston State University, USA

Abstract

This chapter explores the association between elementary preservice teachers' (PSTs) perceptions of teaching using socioscientific issues (SSI) and the context in which the PSTs initially engaged with SSI. One course engaged with SSI while learning pedagogical strategies during an elementary science methods (decontextualized) course. The second course engaged with SSI via an environmental sciences course (contextualized). The contextualized course examined gray wolf management in Northern California as part of an ecology unit, which was followed by a series of debriefings regarding the implementation of the SSI. The findings indicate that while PSTs from both courses generally held more positive perceptions of SSI instruction after engaging with SSI, the students in the contextualized course perceived a greater ability to answer SSI-related questions and expressed more positive attitudes towards science content in the post-course data. Additionally, students in both courses perceived a greater need for teacher training on SSI implementation post-course.

Publisher

IGI Global

Reference55 articles.

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4. Australian Curriculum, Assessment, and Reporting Authority. (2015). Retrieved on October 14, 2019, from https://australiancurriculum.edu.au/media/5558/science_- _sequence_of_content.pdf

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Teacher candidates’ views of future SSI instruction: a multiple case study;Disciplinary and Interdisciplinary Science Education Research;2024-02-14

2. Elementary Preservice Teachers’ Challenges in Designing and Implementing Socioscientific Issues-Based Lessons;Journal of Science Teacher Education;2020-10-08

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