TY - JOUR
T1 - Science teachers' inspiration for teaching socio-scientific issues
T2 - Disconnection with reform efforts
AU - Lee, Hyunju
AU - Witz, Klaus G.
PY - 2009/5
Y1 - 2009/5
N2 - The need for the inclusion of socio-scientific issues (SSI) into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. Reformers and researchers often point out science teachers' lukewarm reactions to the reforms as a major barrier for educational changes but pay little attention to teachers' deeper values and inspirations. However, there are some teachers who address SSI out of their own personal initiative. Detailed case studies of four such teachers showed that although the teachers were aware of Science, Technology, Society or other reform efforts, they developed their own thrust and materials for SSI based on their own values, ideals, philosophies and personal concerns. This suggests that the current curriculum reforms (Science, Technology, Society, SSI, and Nature of Science) tend to suggest theoretical ideals, but do not effectively connect with teachers' deeper values and ideals.
AB - The need for the inclusion of socio-scientific issues (SSI) into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. Reformers and researchers often point out science teachers' lukewarm reactions to the reforms as a major barrier for educational changes but pay little attention to teachers' deeper values and inspirations. However, there are some teachers who address SSI out of their own personal initiative. Detailed case studies of four such teachers showed that although the teachers were aware of Science, Technology, Society or other reform efforts, they developed their own thrust and materials for SSI based on their own values, ideals, philosophies and personal concerns. This suggests that the current curriculum reforms (Science, Technology, Society, SSI, and Nature of Science) tend to suggest theoretical ideals, but do not effectively connect with teachers' deeper values and ideals.
UR - http://www.scopus.com/inward/record.url?scp=70449596123&partnerID=8YFLogxK
U2 - 10.1080/09500690801898903
DO - 10.1080/09500690801898903
M3 - Article
AN - SCOPUS:70449596123
SN - 0950-0693
VL - 31
SP - 931
EP - 960
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 7
ER -