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Introducing Model-Based Instruction for SSI Teaching in Primary Pre-service Teacher Education

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Science Teacher Education for Responsible Citizenship

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 52))

Abstract

In the present study, we designed and implemented a research-based initial training for primary-school teachers from the scientific practices framework. The aim is to help teachers understand what Socio-Scientific Issues (SSI) are and to be able to teach them, in addition to helping pupils learn key scientific ideas. Under the constant guidance and support of teacher educators, three pre-service teachers (PTs) designed and implemented SSI lesson plans in primary schools, and reflected on the process. Results show that the SSI context facilitates the development of more innovative lesson plans, as PTs’ final lesson plans improved from initial designs in several aspects (i.e. the problematization of the topic, inclusion of scientific content, or the use of formative assessment). Pre-service teachers were able to teach successful SSI lessons and they were aware of their learning process throughout the training, although important challenges arose during the design and implementation of the SSI activities. The most relevant were the difficulties of including scientific content and the difficulty to have a balanced dialogic role in a manner that was sufficiently but not too guided. Above all, PTs were able to critically reflect on their teaching practices and think of new and mature ways to overcome these important challenges, resulting in important professional development during their initial training in SSI.

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Notes

  1. 1.

    The PreSEES project is funded by the EU (Comenius/Lifelong Learning) with reference 527,602-LLP-1-2012-1-CY-COMENIUS-CMP from 2012 to 2014.

  2. 2.

    We use ‘didactic knowledge’ here in the sense given by the continental European tradition of science education, which is roughly equivalent to ‘pedagogic knowledge’ but with an emphasis on the specificities of the science educational field: what and how to teach science education instead of how to teach any subject.

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Author information

Authors and Affiliations

  1. CRECIM, Barcelona, Spain

    Anna Garrido Espeja & Digna Couso

  2. Department Didàctica de les Matemàtiques i les Ciències Experimentals, Universitat Autònoma de Barcelona, Barcelona, Spain

    Digna Couso

Authors
  1. Anna Garrido Espeja
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  2. Digna Couso
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Editor information

Editors and Affiliations

  1. Department of Education, University of Nicosia, Nicosia, Cyprus

    Maria Evagorou

  2. Department of Science Education, University of Copenhagen, Copenhagen, Denmark

    Jan Alexis Nielsen

  3. University of Exeter, Exeter, UK

    Justin Dillon

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Garrido Espeja, A., Couso, D. (2020). Introducing Model-Based Instruction for SSI Teaching in Primary Pre-service Teacher Education. In: Evagorou, M., Nielsen, J.A., Dillon, J. (eds) Science Teacher Education for Responsible Citizenship. Contemporary Trends and Issues in Science Education, vol 52. Springer, Cham. https://doi.org/10.1007/978-3-030-40229-7_10

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  • DOI: https://doi.org/10.1007/978-3-030-40229-7_10

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  • Print ISBN: 978-3-030-40228-0

  • Online ISBN: 978-3-030-40229-7

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