Suchergebnisse

The development of science and technology that affects society has placed scientific literacy as an important concern by governments in various countries in the world, including Indonesia. The Indonesian government also seeks to encourage the improvement of scientific literacy skills in Indonesia. One of them is through the implementation of a curriculum that emphasizes the mastery of science process skills which is one of the elements of scientific literacy. In addition, learning in the 21st century, educators should integrate the use of technology in learning. The use of digital modules with socio scientific issue content is one way to answer these challenges. The purpose of this research is to develop a digital module using content related to scientific social issues that is valid and practical. This type of research is research and development (RD). With this module, it is expected to support the science literation skills of students as prospective biology teachers. The procedure of development module refers to the Alessi Trolip model which consists of three main stages, namely 1) plan, 2) design and 3) development. The validity of the module is assessed by media experts, material experts, and practitioners (lecturers on cell biology courses). Data processing used descriptive data analysis techniques. Based on the results of the analysis of data, the validity of the module from media experts is about 4.75 (valid), material experts amounted to 4.5 (very valid) and the validity value of practitioners amounted to 4.52 (very valid).

There are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue (SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Science and technology-related solutions were offered to maintain or improve things, but these were sometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts between the students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives. Honing these skills within a school science community of practice could facilitate primary students' engagement with SSIs and empower them as citizens.

The focus of this study is the attitudes towards wolves in Sweden among upper secondary students. This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects, and provides a context to study students' informal argumentation. The different arguments used by the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probing attitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondary students. 18 students were interviewed in focused group-interviews (in pairs). The results showed that 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood. The analysis of the different aspects of arguments used by the students in the interviews showed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%).

The study aims to investigate pre-service primary school teachers decision making modes, informal reasoning modes and argumentation levels on a socio scientific issue. The issue of transgenic plants was chosen as s socio-scientific issue. In the content of the study, the case study method which is one of qualitative research methods was used to investigate pre-service primary school teachers decision-making modes, informal reasoning and argumentation levels. The participants of this study were 38 pre-service primary school teachers attending the faculty of education in a government university. The findings of the study shows 4 different results. The first one is that the participants make decisions on a socio-scientific subject they may come across with in daily life based more on intuition rather than in an evidence-based manner. The second result is that the argumentation levels are low. The third important result is that the participants think in a one-dimensional manner on a subject they need to approach in a multi-dimensional manner. The fourth important result is that the participants experienced applying the knowledge they obtain in their lessons to events they came across with in daily life.

This article analyzes the approach to socio-scientific issues in science classes in terms of their contributions to the ethical and moral reasoning of students in secondary education. The analysis is based on the debates regarding the legalization of the personal drug dose as a controversial issue in Colombian society, taking into account the environmental, social, economic, and political implications of drug addiction. The analysis also underpins the discussion on socio-scientific issues as an educational strategy to generate a critical and responsible position of students in the search for alternative solutions to the proposed situation and the promotion of citizen participation. ; En este artículo presentamos un análisis sobre el abordaje de cuestiones sociocientíficas en clases de ciencias en términos de sus aportes al razonamiento ético y moral de estudiantes de educación secundaria. El análisis es realizado a partir de la polémica concerniente a la legalización de la dosis personal como cuestión controvertida en la sociedad colombiana, teniendo en cuenta las implicaciones ambientales, sociales, económicas y políticas que atañe la drogadicción. En el análisis también se sustenta la discusión de cuestiones sociocientíficas como una estrategiadidáctica para generar en los educandos una posición crítica y responsable frente a la búsqueda dealternativas de solución a la problemática planteada y al fomento de la participación ciudadana.

During the last years the so called 21st century skills have been emphasized in both policy documents and science education research. The development of these skills among citizens in Europe has been supported by the European Union through different education and research programmes (EU, 2015). This paper analyzes if four aspects (citizenship education (CE), inquiry-based science education (IBSE), responsible research and innovation (RRI) and socio-scientific issues (SSI)) from a theoretical framework in one of those EU-funded projects (PARRISE) are integrated in the Swedish biology curriculum in lower secondary school (The national agency for education, 2011). The research question was: To what extent are CE, IBSE, RRI and SSI integrated in the national biology education curriculum in Sweden? The curriculum in biology for lower secondary school in Sweden has been analyzed. In focus for the content analysis of the curriculum has been the four major aspects; CE, IBSE, RRI SSI. Aims, core content and knowledge requirements have been studied. The four aspects from the project framework are to large extent expressed in the Swedish biology curriculum. The aspects IBSE and SSI dominate the curriculum. However, the RRI aspects are not explicitly expressed. The Swedish biology curriculum is well-adapted to the thoughts that are expressed in the 21st century skills and articulated in the project as four aspects.

The scientific research program of a knowledge‐centered systems‐oriented approach to socio‐scientific conceptualization is invoked here to develop a broader concept of human sustainability. Knowledge‐induced fields are shown to arise from the process‐oriented methodology of an interactive, integrative and evolutionary (IIE) worldview of continuous learning. Such a process is found to give rise to a unique theory of generalized systems with a universal paradigm and application that are premised on the epistemology of unity of knowledge. We discuss the validity of this model for human development as objectified by the concept of a well‐being criterion function with extensive complementarity among the variables and relations embedded in this criterion. The underlying epistemology of unity of knowledge and a unified worldview is thus shown to yield a substantively new concept of human sustainability, particularly relating to issues and curriculum design in higher education and their socio‐scientific implications.

PurposeThe purpose of this paper is to study dialectical methodology as a scientific reasoning process in Islam comparatively with mainstream philosophy of science.Design/methodology/approachComparative discursive method of inquiry using the language of philosophy of science and abstract mathematization (limited use).FindingsThis is a theoretical paper of an intellectual category, which presents the arguments within the framework of the principle of universal and pervasive complementarities as the evidential sign of the epistemology of unity of knowledge studied through functional ontological logical formalism.Research limitations/implicationsThe theoretical nature of an argumentative paper is at best a foundation one rather than an empirical one.Practical implicationsAn example of the Islamic dialectical methodology of unity of knowledge is applied to socioeconomic development in Islamic perspective.Originality/valueThere is believed to be no other paper on Islam and its dialectical methodology in scientific reasoning compared to the theory of dialectics in mainstream philosophy of science in the contemporary literature.