Personalizing Science

Autor/in	Danielowich, Robert M.
Titel	Personalizing Science
Quelle	In: Science Teacher, 81 (2014) 1, S.47-52 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Science Teachers; High Schools; Secondary School Teachers; Secondary School Science; Lesson Plans; Science and Society; Social Problems; Relevance (Education); Scaffolding (Teaching Technique); Diseases; Genetic Disorders; Evaluation Methods; Food; Medicine + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Lesson planning; Unterrichtsplanung; Social problem; Soziales Problem; Relevance; Relevanz; Disease; Krankheit; Lebensmittel; Medizin
Abstract	Science teachers are aware of many social issues that intersect with science. These socio-scientific issues (SSIs) are "open-ended problems without clear-cut solutions [that] can be informed by scientific principles, theories, and data, but…cannot be fully determined by [them]" (Sadler 2011, p. 4). This article describes the SSI lessons that were created by 4 biology teachers and one chemistry teacher in a racially and ethnically diverse high school. The lessons focus mostly on life science SSIs, but others could use the same strategies and focus instead on physical science SSIs (e.g., nuclear power, global warming, or beach erosion). SSI lessons uncovered the often unexpressed thinking of many students, especially those who typically struggle. SSI teaching is certainly not the only way to accomplish these goals, but it was a practical, powerful, and meaningful way to begin working toward them in earnest. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10