What Do Students Gain by Engaging in Socioscientific Inquiry?

By Troy D. Sadler, Sasha A. Barab, Brianna M. Scott. 2007

682 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a67fdeb6978ed212361cacb61e254d99487e928f

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Citations in the corpus

Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…programs that target outcomes, such as the development of argumentation skills (Kuhn & Crowell, 2011), socialization of intelligence (Resnick et al., 2015), and preparation for productive participation in a deliberative democracy (Michaels et al., 2007; Sadler et al., 2007; Schwarz & Baker, 2016).”
Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students (2009, background): “Previous studies have documented the potential positive impacts of science instruction based on and related to SSI (Sadler, Barab & Scott, 2007 ).”
Students’ positions and considerations of scientific evidence about a controversial socioscientific issue (2008, background): “Moreover, the SSI movement focuses on democratizing science in society (Driver et al. 2000; Kolsto 2001, Sadler et al. 2006 ).”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, methodology): “The framework used for the analysis of the socio-scientific aspect is a modified version on the one proposed by Sadler and Zeidler ( 2005 ), which is based on describing argumentation as an aspect of informal reasoning.”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “The majority of research on science content learning in SSI has found that SSIlearning environments promote gains in conceptual knowledge (Sadler, Barab, and Scott, 2007; Dori et al., 2003; Klosterman & Sadler, 2010; Yager et al., 2006). support the claim that SSI contexts facilitate content…”
Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens (2013, background): “(2003) and Santos (2009) show congruency in that a central goal of science education should be encouraging students to take sociopolitical action in the resolution of global concerns and issues.”
Using the SEE-SEP Model to Analyze Upper Secondary Students’ Use of Supporting Reasons in Arguing Socioscientific Issues (2012, background): “Accoridng to Sadler et al., these features have emerged from the practices for decision-making in the SSI context and ought to be addressed as citizenship goal ( Sadler et al. 2007, p. 374 ):”
SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, background): “However, there seems to be a consensus that the important features of SSIs include complexity, multiple perspectives, inquiry and scepticism (Albe, 2008; Colucci-Gray et al., 2006; Fensham, 2008; Sadler et al., 2007; Simonneaux & Simonneaux, 2009).”
Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials (2019, background): “Moreover, several studies have shown that teaching SSI is challenging for teachers (Abd-El-Khalick, 2003; Sadler et al., 2007).”
Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues (2012, background): “However, this study showed that SSI programs focusing on dialogical and reflective processes could help to facilitate socioscientific reasoning (Sadler, Barab, & Scott, 2007 ; Zeidler & Sadler, 2011 ).”