Teaching about Ethics through Socioscientific Issues in Physics and Chemistry: Teacher Candidates' Beliefs

Autor/inn/en	Barrett, Sarah Elizabeth; Nieswandt, Martina
Titel	Teaching about Ethics through Socioscientific Issues in Physics and Chemistry: Teacher Candidates' Beliefs
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 4, S.380-401 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Teacher Education Programs; Urban Universities; Student Teacher Attitudes; Physics; Chemistry; Foreign Countries; Data Analysis; Ethics; Teacher Educators; Teaching Methods; Science Instruction; Science Teachers; Preservice Teachers; Interviews; Attitude Measures; Attitude Change; Social Sciences; Identification (Psychology); Canada + Suchen Sie Ihr Suchwort? Physik; Chemie; Ausland; Auswertung; Ethik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Attitudinal change; Einstellungsänderung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Kanada
Abstract	The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in-depth interviews, while the participants (n = 12) were enrolled in a 9-month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four "archetypes" representing the subject-specific identities of our teacher candidates--Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject-discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. (Contains 3 tables, 3 figures, and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10