Advancing reflective judgment through Socioscientific Issues

By D. Zeidler, Troy D. Sadler, Scott Applebaum, Brendan E. Callahan. 2009

383 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9260082532c8633bb987960efb30bdb56525f9bc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues (2012, background): “In its fullest form, there is also a concerted effort by the teachers to create a sense of community and facilitate the growth of character in the classroom (Zeidler, Sadler, Applebaum, & Callahan, 2009 ).”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, background): “…social and moral viewpoints, which might conflict with the students’ personal views, forcing them to focus on the use and interpretation of data and the analysis of conflicting evidence to engage in discussions of viewpoints that might be different from their original ones (Zeidler et al., 2009).”
Socioscientific issues: Theory and practice (2009, background): “Taken from Zeidler et al. (2009) 58 Journal of Elementary Science Education • Spring 2009 • 21(2) Correspondence regarding this article should be directed to Dana L. Zeidler, Ph.D. Department of Secondary Education College of Education EDU162 University of South Florida Tampa, FL 33620-5650 (813)…”
SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, background): “…think about while dealing with genetic engineering (Sadler & Zeidler, 2004), thus a substantial amount of research indicates the importance of embedding moral and ethical perspective into SSIs instruction today (Sadler, 2004b; Sadler & Zeidler, 2009; Zeidler et al., 2005; Zeidler et al., 2009).”
Dealing With Uncertainty: Readers' Memory for and Use of Conflicting Information From Science Texts as Function of Presentation Format and Source Expertise (2013, background): “Another reason for laypersons to access scientific information is that they want to form an opinion on a socioscientific controversy such as genetically modified food or stem cell research (Zeidler, 2009).”
ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES (2014, positive): “Students are commonly asked to form possible consensus and/or resolution in such a way that parties with competing interests can be acknowledged and understood (Lee et al. 2012, 2013; Zeidler et al. 2005; Zeidler et al. 2009).”
Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, background): “issues and analyze scientific data that can inform the negotiation of issues (Zeidler et al., 2009).”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “…the premise that students find SSI interesting (Albe, 2008; Bennett, Grasel, Parchmann, & Waddington, 2005; Bulte, Westbroek, de Jong, & Pilot, 2006; Dori et al., 2003; Zeidler et al., 2009; Harris & Ratcliffe, 2005) and motivational for learning (Dori et al., 2003; Parchmann et al., 2006).”
Cross-Cultural Epistemological Orientations to Socioscientific Issues. (2013, background): “This finding also confirms previous and current research that examined how SSI provide a sociocultural context for the application of NOS perspectives (Eastwood et al., 2012; Khishfe, 2012; Zeidler et al., 2009; Zeidler, Walker, Ackett, & Simmons, 2002), as well as research that showed how SSI-based”