Challenges Faced by Teachers Implementing Socio-Scientific Issues as Core Elements in Their Classroom Practices

Autor/inn/en	Bossér, Ulrika; Lundin, Mattias; Lindahl, Mats; Linder, Cedric
Titel	Challenges Faced by Teachers Implementing Socio-Scientific Issues as Core Elements in Their Classroom Practices
Quelle	In: European Journal of Science and Mathematics Education, 3 (2015) 2, S.159-176 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Classroom Environment; Educational Practices; Curriculum Implementation; Science and Society; Controversial Issues (Course Content); Video Technology; Secondary School Mathematics; Scientific Literacy; Student Participation; Reflection; Barriers; Teaching Methods; Foreign Countries; Science Teachers; Sweden + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Bildungspraxis; Controversial issues; Kontroverse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	Teachers may face considerable challenges when implementing socio-scientific issues (SSI) in their classroom practices, such as incorporating student-centred teaching practices and exploring knowledge and values in the context of socioscientific issues. This year-long study explores teachers' reflections on the process of developing their classroom practices when implementing SSI. Video-recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers' reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students' participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student-centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01