Pre-service Primary School Teachers’ View of Nature of Science Helps Decision-making on Socio-scientific Issues
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Abstract
Since the 20th century, science and technology have developed rapidly, and the industrialization and modernization of countries around the world have been in full swing. In this context, the education of Socio-scientific issues (SSI) in classroom teaching in primary and secondary schools becomes particularly important. SSIs can serve as an important carrier for scientific, ethical, and moral education, an important path to develop the core competencies of individuals in the 21st century. As future teachers, pre-service primary school teachers receive good science education in the university, develop fundamental scientific literacy, and obtain a basic understanding of nature of science (NOS). Their mastery of NOS has a significant impact on their decision-making skills on SSIs. In science education for pre-service primary school teachers, more attention should be paid to improving their comprehension of NOS and critical thinking ability.
Downloads
##plugins.themes.bootstrap3.article.details##
Pre-Service Primary School Teachers, Nature of Science (NOS), Socio-scientific Issue (SSI), Decision-making Skills
Khishfe, R. & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29(8):939-961. DOI: https://doi.org/10.1080/09500690601110947
Lee, H., Chang, H., Choi, K., Kim, S. & Zeidler, D.L. (2012). Developing character and values for global citizens: Analysis of preservice science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education, 34(6):925-953. DOI: https://doi.org/10.1080/09500693.2011.625505
Saka, M. (2023). Pre-service primary school teachers’ application of the features of the nature of science to socioscientific issues. Science Insights Education Frontiers, 14(2):2059-2075. DOI: https://doi.org/10.15354/sief.23.or092
Zeidler, D. L. & Keefer, M. (2003). The role of moral reasoning and the status of socio-scientific issues in science education: Philosophical, psychological and pedagogical considerations. In D.L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. The Netherlands: Kluwer Academic Press. (pp. 7-38). DOI: https://doi.org/10.1007/1-4020-4996-X_2
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3):357-377. DOI: https://doi.org/10.1002/sce.20048
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.