Learning science for citizenship is a main goal in many national and international policy papers (NGSS, 2012, in the US and Future of Education and Skills 2030 (OECD, 2019). However research shows a gap between this policy and teaching in practice. These times lend an incredible opportunity to bridge this gap. The Covid-19 pandemic is an example why SSI needs to be an integral part of science education, both for all citizens and for future scientists. The pandemic is a live example that SSI can no longer be considered as an enrichment, odd to science, or other teachers’ perceptions that represent a rigid perception of science. Yet, there still remains the challenge to support science teachers in adopting SSI into the science curriculum and implement it. In this paper set we explore different approaches that support pre-service and in service science teachers in implementing socioscientific issues. Each paper investigates a way of supporting teachers from a different lense: the first paper examines teachers' pedagogical content knowledge (PCK) of SSI, the second paper explores teachers' science content knowledge, the third paper reveals some of the tensions secondary science teachers face with implementation of SSI, and the fourth paper explores a change of pre-service teachers attitudes toward SSI.
|Publication status||Published - 8 Apr 2021|
|Event||2021 NARST Annual Conference - Online|
Duration: 7 Apr 2021 → 10 Apr 2021
|Conference||2021 NARST Annual Conference|
|Period||7/04/21 → 10/04/21|
- SSI, teacher knowledge, teacher beliefs