Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies.
By Troy D. Sadler, Aidin Amirshokoohi, Mahsa Kazempour, Kathleen M. Allspaw. 2006
321 citations recorded by the source corpus.
Subfields: Education, General Agricultural and Biological Sciences, Social Psychology
View Paper: https://www.semanticscholar.org/paper/8e774e4541e7a588317ffbada4ed20a1477b3bcd
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Cory T. Forbes
- Elizabeth A. Davis
- Brianna M. Scott
- Sasha A. Barab
- J. Nielsen
- S. Tidemand
- Patricia J. Friedrichsen
- Jaimie A. Foulk
In General Agricultural and Biological Sciences
- Cory T. Forbes
- Troy D. Sadler
- Sasha A. Barab
- Elizabeth A. Davis
- Patricia J. Friedrichsen
- Brianna M. Scott
In Social Psychology
Citations in the corpus
- The role of socioscientific issues in biology teaching: from the perspective of teachers (2017, background): “entail the presentation of scientific facts and data, and not necessarily the ethical and emotional ramifications (Forbes & Davis, 2008; Levinson & Turner, 2001; Sadler et al., 2006; Saunders & Rennie, 2013).”
- Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “Science teachers may, for example, view ethical and moral dimensions of science as important (Sadler et al. 2006) but may not view them as equally important dimensions of their developing professional identity if not explicitly supported in teacher education programs or observed in authentic classro”
- Evolution of a Model for Socio-Scientific Issue Teaching and Learning (2016, methodology): “Earlier versions of the model called for opportunities for students to consider the “social connections” of issues as they engage in SSI learning (see Figure 1), but this is one of the more challenging aspects of the approach for many science teachers (Hughes, 2000; Sadler et al., 2006).”
- What Do Students Gain by Engaging in Socioscientific Inquiry? (2007, background): “SSI curricula, especially programs which immerse learners in active investigations of contemporary issues, can consume significant chunks of classroom time; and given the standards – and standardised test-driven culture of today’s schools, the allocation of scarce instructional time and resources is”