TY - JOUR
T1 - Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues
AU - Lee, Hyunju
N1 - Publisher Copyright:
© 2022 by Lee.
PY - 2022
Y1 - 2022
N2 - To effectively address socioscientific issues (SSI), science teachers need to obtain a certain level of pedagogical content knowledge for SSI teaching (SSI-PCK). In this study, therefore, pre-service science teachers (PSTs) were provided an SSI teacher education program (SSI-TEP) based on the SSI-PCK framework and their development and challenges were carefully examined. Fifteen PSTs participated in the SSI-TEP over 15 weeks and had opportunities to design and implement an SSI lesson in a group. Data were collected through SSI lesson plans, fieldnotes, and group interviews. The results showed that the PSTs highly valued their SSI-TEP experience but noted several pedagogical and epistemological challenges. They were concerned about how to meet both the national science curriculum and students' needs and how to reveal the nature of science and technology through the selected SSI scenarios. Additionally, they felt the need to obtain skills to facilitate and scaffold students' participation. The challenges were often intertwined with SSI-PCK components.
AB - To effectively address socioscientific issues (SSI), science teachers need to obtain a certain level of pedagogical content knowledge for SSI teaching (SSI-PCK). In this study, therefore, pre-service science teachers (PSTs) were provided an SSI teacher education program (SSI-TEP) based on the SSI-PCK framework and their development and challenges were carefully examined. Fifteen PSTs participated in the SSI-TEP over 15 weeks and had opportunities to design and implement an SSI lesson in a group. Data were collected through SSI lesson plans, fieldnotes, and group interviews. The results showed that the PSTs highly valued their SSI-TEP experience but noted several pedagogical and epistemological challenges. They were concerned about how to meet both the national science curriculum and students' needs and how to reveal the nature of science and technology through the selected SSI scenarios. Additionally, they felt the need to obtain skills to facilitate and scaffold students' participation. The challenges were often intertwined with SSI-PCK components.
KW - pre-service science teachers
KW - socioscientific issues
KW - SSI teaching
KW - SSI-PCK
UR - http://www.scopus.com/inward/record.url?scp=85144514344&partnerID=8YFLogxK
U2 - 10.1163/23641177-bja10050
DO - 10.1163/23641177-bja10050
M3 - Article
AN - SCOPUS:85144514344
SN - 2364-1177
VL - 8
SP - 301
EP - 330
JO - Asia-Pacific Science Education
JF - Asia-Pacific Science Education
IS - 2
ER -