Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 13 (Dec., 2016)
Sasithep PITIPORNTAPIN, Naruemon YUTAKOM, and Troy D. SADLER
Thai pre-service science teachers’ struggles in using Socio-scientific Issues (SSIs) during practicums

Previous Contents


References

Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York, NY: Teachers College Press.

Bell, B. (1998). Teacher development in science education. In B. J. Fraser & K. G. Tobin. (Eds.), International handbook of science education (pp. 681–693). London: Kluwer Academic Publishers.

Bouillion, L. M., & Gomez, L. M. (2001). Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds. Journal of Research in Science Teaching, 38(8), 878–898.

Crick, B. (2001). Citizenship and science; science and citizenship. School Science Review, 83(302), 33–38.

Dolan, T. J., Nichols, B. H., & Zeidler, D. L. (2009). Using socioscientific issues in primary classrooms. Journal of Elementary Science Education, 21(3), 1–12.

Eastwood, J. L., Sadler, T. D., Sherwood R. D., & Schlegel, W. M. (2013). Students’ participation in an interdisciplinary, socioscientific issues based undergraduate human biology major and their understanding of scientific Inquiry. Research in Science Education, 43(3), 1051–1078.

Erduran, S., Simon, S., & Osborne, J. (2004). TAPing into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science & Education, 88(6), 915–933.

Evagorou, M. (2011). Discussing a socioscientific issue in a primary school classroom: The case of using a technology supported environment in formal and nonformal settings. In T. D. Sadler (Ed.), Socio-scientific issues in science classrooms: Teaching, learning and research (pp. 133–159). New York, NY: Springer.

Forbes, C. T., & Davis. E. A. (2008). Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues. Science and Education, 17(8), 829–854.

Gayford, C. (2002). Controversial environmental issues: A case study for the professional development of science teachers. International Journal of Science Education, 24(11), 1191–1200.

Hodson, D. (2008). Towards a scientific literacy: A teachers’ guide to the history, philosophy and sociology of science. Rotterdam, NL: Sense Publishers.

Klosterman, M. L., & Sadler, T. D. (2010). Multi-level assessment of scientific content knowledge gains associated with socioscientific issues-based instruction. International Journal of Science Education, 32(8), 1017–1043.

Klosterman, M. L., Sadler, T. D., & Brown. J. (2012). Science teachers’ use of mass media to address socio-scientific and sustainability issues. Research in Science Education, 42(1), 51–74.

Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291–310.

Kolstø, S. D. (2006). Patterns in students’ argumentation confronted with a risk-focused socioscientific issue. International Journal of Science Education, 28(14), 1689–1716.

Kortland, K. (1996). An STS case study about students’ decision making on the waste issue. Science Education, 80(6), 673–689.

Lekpet, K., & Pitiporntapin, S. (2015). New graduated pre-service science teachers’ perspectives of nature of science and beliefs of pseudoscience. Journal of Research Unit on Science, Technology and Environment for Learning, 6(1), 95–105.

Levinson, R., & Turner, S. (2001). Valuable lessons: Engaging with the social context of science in schools. London, UK: The Wellcome Trust.

Lewis, S. E. (2003, September). Issue-based teaching in science education. Retrieved from http://www.actionbioscience.org/education/lewis.html?print

National Research Council (NRC). (2001). Classroom assessment and the National Science Education Standards. Washington, DC: National Academies Press.

NRC. (2012). A framework for k-12 science education: Practices, crosscutting concepts and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

Nuangchalerm, P. (2009). Development of socioscientific issues-based teaching for preservice science teachers. Journal of Social Sciences, 5(3), 239–243.

Nuangchalerm, P., & Kwuanthong, B. (2010). Teaching “global warming” through socioscientific issues-based instruction. Asian Social Science, 6(8), 42–47.

Office of Natural Resources and Environmental Policy and Planning (ONEP). (2004, October 6). Thailand’s biodiversity. Retrieved from http://www.chm-thai.onep.go.th /Publication/ThaiBiodiv/ThailandBiodiversity_eng.pdf

Pedretti, E. G., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2007). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17(8-9), 941–960.

Presley M. L., Sickel, A. J., Muslu, N., Johnson, D. M., Witzig, S. B., Izci K., & Sadler, T. D. (2013). A framework for socio-scientific issues-based education. Science Education, 22(1), 26–32.

Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. Maidenhead, UK: Open University.

Sadler, T. D. (2004). Informal reasoning regarding issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536.

Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1–42.

Sadler, T. D. (2011). Situating socioscientific issues in classrooms as a means of achieving goals of science education. In T. Sadler (Ed.), Socio-scientific issues in the classroom: Teaching, learning and research (pp. 1–9). New York, NY: Springer.

Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463–1488.

Sadler, T. D. Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371–391.

Seomsuk, N., Pitiporntapin, S., & Kovitvadhi, U. (2015, April 24). The development of 10th grade students’ argumentation skill in the topic of life and environment using socioscientific issues-based teaching. Paper presented at RSU National Research Conference (1348–1355).

Serpell, R. (2011). Social responsibility as a dimension of intelligence, and as an educational goal: Insights from programmatic research in an African society. Child Development Perspectives, 5(2), 126–133.

Tal, T., & Kedmi, Y. (2006). Teaching socioscientific issues: Classroom culture and students’ performances. Cultural Studies of Science Education, 1(4), 615–644.

Thanapud, A., Pitiporntapin, S., & Jantrarotai, P. (2015, March 27). Development of grade 10th students’ argumentation skills in natural resources unit using socioscienctific issues-based teaching. Paper presented at the 34th National Graduate Research Conference, Khon kaen University (1697–1707).

Zeidler, D. L., & Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. (Chapter 1), Dordrecht. The Netherlands: Kluwer Academic Press.

Zeidler, D. L. & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49–58.

Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377.

 

 


Copyright (C) 2016 EdUHK APFSLT. Volume 17, Issue 2, Article 13 (Dec., 2016). All Rights Reserved.