Teaching socioscientific issues: classroom culture and students’ performances

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Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, unknown): “…of science (NOS) (Eastwood et al., 2012; Khishfe & Lederman, 2006; Walker & Zeidler, 2007), and reasoning skills (Lee & Erdogan, 2007; Pedretti, 1999; Tal & Hochberg, 2003; Tal & Kedmi, 2006; Yager, Lim, & Yager, 2006; Zeidler et al., 2009; Zohar & Nemet, 2002; Romine, Sadler, & Kinslow, 2016).”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, unknown): “Many studies of students’ argumentation processes in SSI have documented gains (Dori, Tal, & Tsaushu, 2003 ; Tal & Hochberg, 2003 ; Tal & Kedmi, 2006 ; Pedretti, 1999 ; Walker & Zeidler, 2007 ; Zohar & Nemet, 2002).”
Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2008, background): “…By Design units (Kolodner et al., 2003), units developed in the Center for Learning Technologies in Urban Schools (Singer, Marx, Krajcik, & Chambers, 2000), and units designed in response to Israel’s Tomorrow 98 initiative (Tal & Kedmi, 2006) are generally 6–8 weeks in length and modular in design.”