Affiliation:
1. Trabzon University, Turkey
2. Yogyakarta State University, Indonesia
Abstract
Although chemistry-focused socio-scientific issues support the ‘relevance’ model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their ‘relevance’ components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme ‘aims’; pollution, energy, industry and fabrication-based problems for the theme ‘SSI’; organic compounds for the theme ‘chemistry concepts’). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.
Keywords: chemistry education, relevance model, socio-scientific issues, systematic review
Reference82 articles.
1. Abels, S. (2015). Scaffolding inquiry-based science and chemistry education in inclusive classrooms. In N. L. Yates (Ed.), New development in science education research (pp. 77-96). Nova Science Publisher.
2. Acar, O., Turkmen, L., & Roychoudhury, A. (2010). Student difficulties in socio-scientific argumentation and decision-making research findings: Crossing the borders of two research lines. International Journal of Science Education, 32(9), 1191–1206. https://doi.org/10.1080/09500690902991805
3. Albe, V. (2008). Students’ positions and considerations of scientific evidence about a controversial socioscientific issue. Science and Education, 17(8–9), 805-827. https://doi.org/10.1007/s11191-007-9086-6
4. Atasoy, S., Eryılmaz Toksoy, S., & Çalık, M. (2020). Identifying pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning. Journal of Baltic Science Education, 19(1), 25-35. https://doi.org/10.33225/jbse/20.19.25
5. Avargil, S., Kohen, Z., & Dori, Y.J. (2020). Trends and perceptions of choosing chemistry as a major and a career. Chemistry Education: Research and Practice, 21(2), 668-684. https://doi.org/10.1039/c9rp00158a
Cited by
23 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