Enacting a Socioscientific Issues Classroom: Transformative Transformations

  • Dana L. Zeidler
  • Scott M. Applebaum
  • Troy D. Sadler
Chapter
Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 39)

Abstract

Sociomoral discourse, argumentation, and debate are necessary elements in a socioscientific issues-centered classroom. While these factors are fundamental in realizing a socioscientific issues (SSI) curriculum, related pedagogical factors, such as a commitment to inquiry, enacting opportunities for the cultivation of character, and conceptualizing the role of the nature of science (NOS) are consistent with progressive views of science teaching and scientific literacy (Sadler & Zeidler, 2009; Zeidler & Sadler, 2010). Further, classroom research has demonstrated that a fully enacted SSI approach to science education becomes a transformative process for participating students and their teacher. Successful transformation occurs when the teacher-centered approach shifts to a student-centered classroom and the science curriculum becomes issues-driven. Further, the results of this shift may be said to be transformative when students’ discovery of scientific concepts emerges out of socioscientific issues.

Keywords

Science Education Content Knowledge Scientific Concept Lesson Plan Personal Relevance 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media B.V.  2011

Authors and Affiliations

  • Dana L. Zeidler
    • 1
  • Scott M. Applebaum
    • 2
  • Troy D. Sadler
    • 3
  1. 1.College of EducationUniversity of South FloridaTampaUSA
  2. 2.College of EducationPalm Harbor University High SchoolPalm HarborUSA
  3. 3.School of Teaching and LearningUniversity of FloridaGainesvilleUSA

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