Pre-Service Science Teachers' Perceptions and Practices of Socioscientific Issue-Based Teaching

Autor/inn/en	Pitiporntapin, Sasithep; Sadler, Troy D.
Titel	Pre-Service Science Teachers' Perceptions and Practices of Socioscientific Issue-Based Teaching
Quelle	In: Journal of Science and Mathematics Education in Southeast Asia, 38 (2015) 2, S.102-125 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0126-7663
Schlagwörter	Preservice Teachers; Student Teacher Attitudes; Teaching Methods; Science Instruction; Science and Society; Graduate Students; Masters Degrees; Field Instruction; Questionnaires; Focus Groups; Semi Structured Interviews; Observation; Data Analysis; Educational Practices; Pedagogical Content Knowledge; Foreign Countries; Mixed Methods Research; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Praxisklasse; Fragebogen; Beobachtung; Auswertung; Bildungspraxis; Pädagogische Kompetenz; Ausland
Abstract	This study aims to examine the perceptions and practices of socioscientific issue- (SSI) based teaching of 37 pre-service science teachers (PSTs) studying for a master's degree in science education as well as the factors affecting their SSI-based teaching during their field experience in the first semester of the academic year 2014. Data were collected through open-ended questionnaires, focus group interviews, semi-structured interviews after actual practices, and informal interviews and by observing video recording of PSTs' SSI-based teaching. The collected data were analysed using an inductive data analysis. The findings show that while most PSTs' perceptions did not relate to their practices of SSI-based teaching, few teachers had SSI-based teaching perceptions that were consistent with their practices, which emerged under three themes: promoting students' higher-order thinking, focusing on the scientific content/concept dimensions of SSI, and promoting students' awareness of the personal and social impacts of science. In addition, we found that there were two ways of using SSIs in classrooms: a one-period and an entire unit SSI-based teaching. The key factors affecting their SSI-based teaching included knowledge of SSI-based teaching, managing related discussions and content regarding SSIs, and the availability of time. These findings have implications for PSTs who adopt SSI-based teaching methods in their classrooms. (As Provided).
Anmerkungen	Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail: director@recs; http://www.recsam.edu.my/joomla/jsmesea/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01