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ERIC Number: EJ866568
Record Type: Journal
Publication Date: 2009-May
Pages: 30
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0950-0693
Science Teachers' Inspiration for Teaching Socio-Scientific Issues: Disconnection with Reform Efforts
Lee, Hyunju; Witz, Klaus G.
International Journal of Science Education, v31 n7 p931-960 May 2009
The need for the inclusion of socio-scientific issues (SSI) into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. Reformers and researchers often point out science teachers' lukewarm reactions to the reforms as a major barrier for educational changes but pay little attention to teachers' deeper values and inspirations. However, there are some teachers who address SSI out of their own personal initiative. Detailed case studies of four such teachers showed that although the teachers were aware of Science, Technology, Society or other reform efforts, they developed their own thrust and materials for SSI based on their own values, ideals, philosophies and personal concerns. This suggests that the current curriculum reforms (Science, Technology, Society, SSI, and Nature of Science) tend to suggest theoretical ideals, but do not effectively connect with teachers' deeper values and ideals. (Contains 1 figure and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A