Examining Tensions in the Socioscientific Issues Classroom: Students' Border Crossings into a New Culture of Science

Autor/inn/en	Lee, Hyunok; Lee, Hyunju; Zeidler, Dana L.
Titel	Examining Tensions in the Socioscientific Issues Classroom: Students' Border Crossings into a New Culture of Science
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 5, S.672-694 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hyunju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21600
Schlagwörter	Science and Society; Science Instruction; Course Content; Middle School Students; Teaching Methods; Grade 9; Genetics; Barriers; Student Attitudes; Foreign Countries; Social Attitudes; Educational Change; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursprogramm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Humangenetik; Schülerverhalten; Ausland; Social attidude; Soziale Einstellung; Bildungsreform
Abstract	In the socioscientific issues (SSI) classroom, students need to cross the border between the subcultures of science (i.e., school science vs. everyday science). Traditional school contexts tend to present science as positivistic knowledge and unshakable truth unaffected by sociocultural factors. In contrast, everyday science, including SSI, is more nuanced, context-based, socially and culturally embedded. Thus, learning in an SSI classroom requires students to make additional efforts to successfully navigate between the subcultures of science. The expected norms located within these two educational contexts can create academic and sociocultural tensions for students. It is therefore necessary to explore the tensions caused these differential norms in order to successfully implement SSI. Through the lens of cultural-historical activity theory, we attempted to identify possible tensions that originate by implementing SSI instruction in a setting where teachers and students are accustomed to traditional lecture-based classroom instruction. One hundred thirty ninth graders at a public middle school located in Seoul, South Korea, participated in SSI programs on genetic modification technology during seven class periods over three to 4 weeks. Data was collected by classroom observation, audio-taping while students participated in various types of discourse, and semistructured interviews. We identified four noteworthy phenomena including intolerance of uncertainty, scientism, a sense of rivalry, and reaching an expedient and easy consensus. By revealing and understanding these tensions and phenomena, we aim to help inform teachers (and teacher educators) recognize instructional clues that can change not only students' epistemological views and attitudes toward science and science classes, but also better navigate the norms of classroom culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01