Skip to main content
SpringerLink
Log in

Preservice Teacher Education for Place-Based Socioscientific Issues

  • Chapter
  • First Online:
Socioscientific Issues Focused Teacher Education

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 60))

  • 50 Accesses

Abstract

According to the research, effective SSI instruction helps students develop various skills, including critical thinking, decision-making, moral reasoning, and argumentation. Because socioscientific issues (SSI) are open-ended, unstructured, and debatable, specific strategies and techniques for teaching SSI should be provided. Teachers play an important role in how SSI are taught in school science, so they should develop an understanding and pedagogical knowledge to implement SSI instruction. However, the literature called for research that focuses on the types of knowledge that teachers must have to incorporate SSI into their teaching effectively. Theoretical frameworks for SSI-PCK have been developed based on previous research on pedagogical content knowledge (PCK) in the relevant literature. Regarding place-based SSI, teachers’ teaching knowledge should be expanded to include all components. Teachers with adequate place-based PCK serve as local experts or curriculum developers, emphasizing real places and issues related to local places during their instruction.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anagun, S. S., & Muhammet, D. (2010). Teacher candidates’ perceptions regarding socioscientific issues in science and technology instruction. Social and Behavioral Science, 9, 981–985.

    Google Scholar 

  • Avsar-Erumit, B., Namdar, B., & Oğuz-Namdar, A. (2023). Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues. International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2251189

  • Aydin, S., Demirdogen, B., Tarkin, A., Kutucu, S., Ekiz, B., Akin, F. N., et al. (2013). Providing a set of research-based practices to support preservice teachers’ long-term professional development as learners of science teaching. Science Education, 97(6), 903–935.

    Article  Google Scholar 

  • Aydin, S., Friedrichsen, P. M., Boz, Y., & Hanuscin, D. L. (2014). Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions. Chemistry Education Research and Practice, 15(4), 658–674. https://doi.org/10.1039/C4RP00105B

    Article  Google Scholar 

  • Aydin-Gunbatar, S., Ekiz-Kiran, B., & Oztay, E. S. (2020). Pre-service chemistry teachers’ pedagogical content knowledge for integrated STEM development with LESMeR model. Chemistry Education Research and Practice, 21(4), 1063–1082.

    Article  Google Scholar 

  • Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E. L., Alcaraz-Dominguez, S., et al. (2019). Science teachers’ pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56(9), 1207–1233.

    Article  Google Scholar 

  • Capkinoglu, E., Yilmaz, S., & Leblebicioglu, G. (2020). Quality of argumentation by seventh-graders in local socioscientifc issues. Journal of Research in Science Teaching, 57(6), 827–855.

    Article  Google Scholar 

  • Carlson, J., & Daehler, K. R. (2019). The refined consensus model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77–94). Springer.

    Chapter  Google Scholar 

  • Carter, L., Rodriguez, C. C., & Jones, M. (2014). Transformative learning in science education: Investigating pedagogy for action. In L. Bencze & S. Alsop (Eds.), Activist science and technology education (pp. 531–545). Springer.

    Chapter  Google Scholar 

  • Cebesoy, U. B. (2023). Place-based SSI instruction: Current status and prospects. In O. Cardak & S. A. Kiray (Eds.), Current studies in educational disciplines (pp. 54–65). ISRES Publishing.

    Google Scholar 

  • Chang, J., & Park, J. (2020). Developing teacher professionalism for teaching socio-scientific issues: What and how should teachers learn? Cultural Studies of Science Education, 15(2), 423–431.

    Article  Google Scholar 

  • Chinn, P. W. (2012). Developing teachers’ place-based and culture-based pedagogical content knowledge and agency. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 323–334). Springer.

    Chapter  Google Scholar 

  • Dori, Y. J., Tal, R., & Tsaushu, M. (2003). Teaching biotechnology through case studies-can we improve higher order thinking skills of nonscience majors? Science Education, 87, 767–793.

    Article  Google Scholar 

  • Eilks, I. (2010, September). Making chemistry teaching relevant and promoting scientific literacy by focusing on authentic and controversial socio-scientific issues. Presentation at the annual meeting of the society for didactics in chemistry and physics, Potsdam, Germany.

    Google Scholar 

  • Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2013). Teachers’ experience of working with socio-scientific issues: A large scale and in-depth study. Research in Science Education, 43(2), 599–617.

    Article  Google Scholar 

  • Espeja, A. G., & Lagaron, D. C. (2015). Socioscientific issues (SSI) in initial training of primary school teachers: Pre-service teachers’ conceptualization of SSI and appreciation of the value of teaching SSI. Procedia-Social and Behavioral Sciences, 196, 80–88.

    Article  Google Scholar 

  • Favier, T., Van Gorp, B., Cyvin, J. B., & Cyvin, J. (2021). Learning to teach climate change: Students in teacher training and their progression in pedagogical content knowledge. Journal of Geography in Higher Education, 45(4), 594–620.

    Article  Google Scholar 

  • Forbes, C. T., & Davis, E. A. (2008). Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues. Science & Education, 17(8), 829–854.

    Article  Google Scholar 

  • Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking of the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–41). Routledge.

    Google Scholar 

  • Grossman, P. (1990). The making of a teacher. Teachers College Press.

    Google Scholar 

  • Han-Tosunoglu, C., & Lederman, N. G. (2021). Developing an instrument to assess pedagogical content knowledge for biological socioscientific issues. Teaching and Teacher Education, 97, 103217. https://doi.org/10.1016/j.tate.2020.103217

    Article  Google Scholar 

  • Herman, B. C. (2018). Students’ environmental NOS views, compassion, intent, and action: Impact of place-based socioscientific issues instruction. Journal of Research in Science Teaching, 55(4), 600–638. https://doi.org/10.1002/tea.21433

    Article  Google Scholar 

  • Herman B. C., Sadler T. D., Zeidler D. L., & Newton M. H. (2018). A socioscientific issues approach to environmental education. In G. Reis & J. Scott (Eds.), International perspectives on the theory and practice of environmental education: A reader. Environmental discourses in science education (Vol. 3, pp.145–161). Springer. https://doi.org/10.1007/978-3-319-67732-3_11

  • Herman, B. C., Zeidler, D. L., & Newton, M. (2020). Students’ emotive reasoning through place-based environmental socioscientific issues. Research in Science Education, 50, 2081–2109. https://doi.org/10.1007/s11165-018-9764-1

    Article  Google Scholar 

  • Ke, L., Sadler, T. D., Zangori, L., et al. (2021). Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues. Science & Education, 30, 589–607. https://doi.org/10.1007/s11191-021-00206-1

    Article  Google Scholar 

  • Kilinc, A., Demiral, U., & Kartal, T. (2017). Resistance to dialogic discourse in SSI teaching: The effects of an argumentation-based workshop, teaching practicum, and induction on a preservice science teacher. Journal of Research in Science Teaching, 54(6), 764–789.

    Article  Google Scholar 

  • Klosterman, M. L., & Sadler, T. D. (2010). Multi-level assessment of scientific content knowledge gains associated with socioscientific issues-based instruction. International Journal of Science Education, 32(8), 1017–1043.

    Article  Google Scholar 

  • Korthagen, F., Loughran, J. J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041. https://doi.org/10.1016/j.tate.2006.04.022

    Article  Google Scholar 

  • Lee, H. (2016). Conceptualization of an SSI-PCK framework for teaching socioscientific issues. Journal of the Korean Association for Science Education, 36(4), 539–550.

    Article  Google Scholar 

  • Lee, H. (2018). What is SSI education? Parkyoung Story.

    Google Scholar 

  • Lee, H. (2022). Pedagogical and epistemological challenges of pre-service science teachers teaching socioscientific issues: Based on the SSI-PCK framework. Asia-Pacific Science Education, 8(2), 301–330.

    Article  Google Scholar 

  • Lee, H., & Witz, K. (2009). Science teachers’ inspiration for teaching socioscientific issues (SSI): Disconnection with reform efforts. International Journal of Science Education, 31(7), 931–960.

    Article  Google Scholar 

  • Lee, H., Abd-El-Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socioscientific issues into the science curriculum. Canadian Journal of Science, Mathematics, and Technology Education, 6(2), 97–117.

    Article  Google Scholar 

  • Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391.

    Article  Google Scholar 

  • Macalalag, A. Z., Johnson, J., & Lai, M. (2020). How do we do this: Learning how to teach socioscientific issues. Cultural Studies of Science Education, 15, 389–413.

    Article  Google Scholar 

  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Kluwer.

    Google Scholar 

  • Mavhunga, E., & Rollnick, M. (2013). Improving PCK of chemical equilibrium in pre-service teachers. African Journal of Research in Mathematics, Science and Technology Education, 17(1_2), 113–125.

    Article  Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service science elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699–721.

    Article  Google Scholar 

  • Oztay, E. S., & Boz, Y. (2022). Interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry. Journal of Pedagogical Research, 6(1), 245–269.

    Google Scholar 

  • Park, S., Jang, J. Y., Chen, Y. C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching?: Evidence from an empirical study. Research in Science Education, 41, 245–260.

    Article  Google Scholar 

  • Parr, J. C. (2013). View of socioscientific issues among educators: The willingness of teachers to accept SSI into the classroom and the reason underlying those beliefs. Unpublished doctoral dissertation. The University of Southern Mississippi.

    Google Scholar 

  • Pitiporntapin, S., Yutakom, N., & Sadler, T. D. (2016). Thai pre-service science teachers’ struggles in using socioscientific issues (SSIs) during practicum. Asia-Pacific Forum on Science Learning & Teaching, 17(2), 1–20.

    Google Scholar 

  • Pitpiorntapin, S., & Topcu, M. S. (2016). Teaching based on socioscientific issues in science classrooms: A review study. KKU International Journal of Humanities and Social Sciences, 6(1), 119–136.

    Google Scholar 

  • Romine, W. L., Sadler, T. D., & Kinslow, A. T. (2017). Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio-Scientific Reasoning (QuASSR). Journal of Research in Science Teaching, 54(2), 274–295.

    Article  Google Scholar 

  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. https://doi.org/10.1002/(ISSN)1098-2736

    Article  Google Scholar 

  • Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1–42. https://doi.org/10.1080/03057260802681839

    Article  Google Scholar 

  • Sadler, T. D. (2011). Socio-scientific issues-based education: What we know about science education in the context of SSI. In T. Sadler (Ed.), Socio-scientific issues in the classroom (pp. 355–369). Springer.

    Chapter  Google Scholar 

  • Sadler, T. D., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio-scientific issues-based instruction: A multi-level assessment study. International Journal of Science Education, 38(10), 1622–1635. https://doi.org/10.1080/09500693.2016.1204481

    Article  Google Scholar 

  • Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75–87.

    Google Scholar 

  • Sæleset, J., & Friedrichsen, P. (2021). Pre-service science teachers’ pedagogical content knowledge integration of students’ understanding in science and instructional strategies. Eurasia Journal of Mathematics, Science Technology Education, 17(5). https://doi.org/10.29333/ejmste/10859

  • Sande M. E. (2010). Pedagogical content knowledge and the gas laws: A multiple case study. Unpublished doctoral dissertation. University of Minnesota.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and training: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411

    Article  Google Scholar 

  • Shulman, L. (2015). PCK: Its genesis and exodus. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 3–13). Routledge.

    Google Scholar 

  • Smith, G. (2002). Place-based education, learning to be where we are. Phi Delta Kappan, 584–594. https://doi.org/10.1177/003172170208300806

  • Sobel, D. (2005). Place-based education: Connecting classroom and community. Orion Society.

    Google Scholar 

  • Sternberg, R. J. (2003). What is an “expert student?”. Educational Researcher, 32(8), 5–9.

    Article  Google Scholar 

  • Subramaniam, K. (2020). A place-based education analysis of prospective teachers’ prior knowledge of science instruction in informal settings. International Journal of Educational Research, 99, 101497.

    Article  Google Scholar 

  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99–110. https://doi.org/10.1016/0742-051X(88)90011-X

    Article  Google Scholar 

  • Tidemand, S., & Nielsen, J. A. (2017). The role of socioscientific issues in biology teaching: From the perspective of teachers. International Journal of Science Education, 39(1), 44–61.

    Article  Google Scholar 

  • Van Driel, J. H., De Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86(4), 572–590.

    Article  Google Scholar 

  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048

    Article  Google Scholar 

  • Zeidler, D. L., Applebaum, S. M., & Sadler, T. D. (2011). Enacting a socioscientific issues classroom: Transformative transformations. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom (pp. 277–305). Springer.

    Chapter  Google Scholar 

  • Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socioscientifc issues research. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–9.

    Article  Google Scholar 

  • Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. https://doi.org/10.1002/(ISSN)1098-2736

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Mathematics and Science Education, Faculty of Education, Van Yüzüncü Yil University, Van, Türkiye

    Elif Selcan Öztay

Authors
  1. Elif Selcan Öztay
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elif Selcan Öztay .

Editor information

Editors and Affiliations

  1. Department of Mathematics and Science Education, Faculty of Education, Ege University, Izmir, Türkiye

    Bahadir Namdar

  2. Department of Mathematics and Science Education, Faculty of Education, Middle East Technical University, Ankara, Türkiye

    Engin Karahan

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Öztay, E.S. (2024). Preservice Teacher Education for Place-Based Socioscientific Issues. In: Namdar, B., Karahan, E. (eds) Socioscientific Issues Focused Teacher Education. Contemporary Trends and Issues in Science Education, vol 60. Springer, Cham. https://doi.org/10.1007/978-3-031-55233-5_12

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-55233-5_12

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-55232-8

  • Online ISBN: 978-3-031-55233-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation