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Metalogue: Balancing Tensions Associated with Extensive Enactment of SSI-Based Teaching

  • Dana L. ZeidlerEmail author
  • Randy L. Bell
  • Troy D. Sadler
  • Jennifer L. Eastwood
Chapter
Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 39)

Abstract

Eastwood: Together, the teacher and researcher were able to develop a thorough socio-scientific issues (SSI) curriculum building on science content and nature of science (NOS). The authors mention that the teacher in this study is unique in being willing to commit to such an endeavor. This type of instruction requires a teacher to have a high level of content mastery and confidence in teaching abilities. SSI instruction also requires the teacher to be knowledgeable of content far beyond the science text, reaching into current events, sociological or psychological perspectives, and even religious doctrine. Reading the teacher’s reflections gives me a sense of the transformations he went through and the great sense of value he saw in the results for his students. I am already a convert, so I cannot say whether these types of testimonies would encourage me to try an SSI curriculum as a science teacher. My questions relate to teacher recruitment and support. What do you think could encourage more teachers to incorporate SSI in their classrooms? Are there some teachers that simply should not try it? How should teachers learn an SSI teaching approach? Would you recommend professional development sessions, preservice teacher training, or resources for independent study? How important was the close teacher-researcher relationship to enacting the SSI curriculum in this study?

References

  1. Baxter Magolda, M. (1999). Creating contexts for learning and self-authorship constructive-developmental pedagogy. Nashville, TN: Vanderbilt University Press.Google Scholar
  2. King, P. M., & Kitchener, K. S. (Eds.). (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Boss.Google Scholar
  3. Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43, 353–376.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V.  2011

Authors and Affiliations

  • Dana L. Zeidler
    • 1
    Email author
  • Randy L. Bell
    • 2
  • Troy D. Sadler
    • 3
  • Jennifer L. Eastwood
    • 3
  1. 1.College of EducationUniversity of South FloridaTampaUSA
  2. 2.Curry School of EducationUniversity of VirginiaCharlottesvilleUSA
  3. 3.School of Teaching and LearningUniversity of FloridaGainesvilleUSA

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