Innovative Approaches to Socioscientific Issues and Sustainability Education: Linking Research to Practice

Foreword
Introduction
Contents
Editors and Contributors
1 Overview of Teachers’ Professional Learning for Socioscientific Issues and Sustainability Education
	1.1 Introduction
	1.2 Epistemic Frames for SSI Teaching
	1.3 Skills
	1.4 Knowledge
	1.5 Values, Identity, and Epistemology
	1.6 Summary
	References
Part I Innovative Approaches to Teacher Professional Learning
2 Pre-Service Teachers Representing Socioscientific Aspects of Scientists’ Work
	2.1 Introduction
	2.2 Working with PSTs and Teachers to Represent Scientists’ Work
	2.3 The Impacts on PSTs and Undergraduate Students
	2.4 The Scientists’ Considerations and Involvement
	2.5 The Production of Resources for Schools
	2.6 The Structure of the ‘Top Predators’ Sequence
	2.7 The Structure of the ‘Feral Horses’ Sequence
	2.8 Conclusion
		2.8.1 Models of Effective Interaction for Future Teachers Working with Scientists and Contemporary Science
		2.8.2 Scaling up the Development and Application of Curriculum Resources
	References
3 Prioritizing Emotion Objects: Toward a Better Understanding of Preservice Science Teachers’ Growth in the Learning and Teaching of Socioscientific Issues
	3.1 Introduction
	3.2 Method
		3.2.1 Research Design
		3.2.2 Context of the Study
		3.2.3 Data Collection
		3.2.4 Data Analysis
		3.2.5 Case Reports and Cross-Case Analysis
	3.3 Results
		3.3.1 Victor—About Learning to Teach SSI
		3.3.2 Victor—About Teaching SSI
		3.3.3 Gordon—About Learning to Teach SSI
		3.3.4 Gordon—About Teaching SSI
		3.3.5 Billy—About Learning to Teach SSI
		3.3.6 Billy—About Teaching SSI
	3.4 Discussion
		3.4.1 About Learning-Related Aspects
		3.4.2 About Teaching-Related Aspects
	3.5 Conclusion and Implications
	References
4 Preservice Secondary Science Teachers’ Views on Teaching Socioscientific Issues
	4.1 Introduction
	4.2 Teachers’ SSI Professional Development
	4.3 Context of the Study
		4.3.1 Sample and Setting
		4.3.2 SSI PD Module
		4.3.3 Questionnaire
		4.3.4 Data Analysis
	4.4 Results and Discussion
		4.4.1 Perceptions of Teaching SSI
		4.4.2 Pedagogical Content Knowledge Regarding SSI
	4.5 Conclusions and Implications
	References
5 Teaching SSI: Implications with Respect to Teachers’ Professional Identity
	5.1 Introduction
	5.2 Teaching SSI: A Paradigm Shift from Traditional Teaching Practices
	5.3 Teachers’ Professional Identity: A Psychosocial Approach
	5.4 What Are the Differences and Similarities in the Professional Identity of Novice and Experienced Teachers of SSI?
	5.5 Methodology
	5.6 Results
		5.6.1 The Professional Identity of Novice Teachers as Seen Through the Lens of Their “Relationship with…”
		5.6.2 The Professional Identity of Experienced Teachers as Seen Through Their “Relationship with…”
	5.7 Discussion
		5.7.1 Tensions of Beginning Teachers
		5.7.2 Responses from Experienced Teachers
	5.8 Conclusion
	References
6 Towards Student-Centered Climate Change Education Through Co-design Approach in Science Teacher Education
	6.1 Introduction
	6.2 Towards Student-Centered and Holistic Climate Change Education
		6.2.1 The Hurdles of Impactful Climate Change Education
		6.2.2 Towards Holistic Climate Change Education
	6.3 Co-design Approach as a Framework of Design-Based Research
	6.4 Examples of the Use of Co-design in Science Teacher Education
		6.4.1 Example 1: International Teachers’ Climate Change Forum
		6.4.2 Example 2: Escape Rooms in Science Teacher Education
	6.5 Discussion and Conclusions
	References
7 Responsible Research, Innovation, and Socioscientific Inquiry Approaches in a European Teacher Education Project
	7.1 Background
		7.1.1 Description of the SSIBL Framework
	7.2 Methodology
	7.3 Findings: Themes Emerging from Participant Interviews
		7.3.1 The SSIBL Framework
		7.3.2 The Structure of TPD Initiatives
		7.3.3 The Development and Use of Exemplary Activities
		7.3.4 Key Changes to Practice and Consensus Over Time
		7.3.5 Changing Interpretations of and Responses to the SSIBL Framework
	7.4 Discussion
		7.4.1 Negotiating Complexity Through Diversity
		7.4.2 Diversity of Responses to the SSIBL Framework
		7.4.3 Diversity Within TPD
		7.4.4 Enlisting Diversity Through Layered Communication
	7.5 Conclusion
	References
8 Teachers’ SSI Professional Development in a Reflection-Based In-service Program
	8.1 Introduction
	8.2 Literature Review
		8.2.1 The Teachers’ SSI Teaching and Effective SSI PD Programs
		8.2.2 Epistemic Frames for Professional Teaching
	8.3 Method
		8.3.1 Context of Study
		8.3.2 Participating Teachers
		8.3.3 Data Collection and Analysis Process
	8.4 Results
	8.5 Discussion
	8.6 Conclusion and Limitations
	References
9 Supporting Science Teachers’ Professional Development and Teaching Practices: A Case Study of Socioscientific Issue-Based Instruction
	9.1 Introduction
		9.1.1 Theoretical Framework
		9.1.2 Research Questions
	9.2 Methods
		9.2.1 Methodology
		9.2.2 Data Collection Tools and Process
		9.2.3 Data Analysis
	9.3 Findings
		9.3.1 Case 1: Enterprising (Teacher A)
		9.3.2 Case 2: Moderate (Teacher B)
		9.3.3 Case 3: Hesitant (Teacher C)
	9.4 Discussion and Conclusion
		9.4.1 Personal Domain
		9.4.2 Domain of Practice
		9.4.3 Domain of Consequences
		9.4.4 External Domain
	Appendix
	References
10 Preparing Science Teachers to Design and Implement Socioscientific Decision Making Instruction: Researcher’s and Teachers’ Experiences
	10.1 Introduction
	10.2 Purpose
	10.3 Literature Review
		10.3.1 SSI Instruction Focusing on Enhancing Students’ DM
		10.3.2 The Problems for Teaching SSDM
		10.3.3 The Approaches of Professional Development for In-Service Science Teachers
	10.4 Research Questions
	10.5 Methodology
		10.5.1 The Participants and Contexts
		10.5.2 The Research-Based Activities for Participant Teachers
		10.5.3 Data Collection and Analysis
	10.6 Findings
		10.6.1 Preparation Phase
		10.6.2 Design Phase
		10.6.3 Implementation Phase
	10.7 Discussion and Implication
	References
Part II Innovative Approaches to Teaching
11 Sustainability Issues in Lower Secondary Science Education: A Socioscientific, Inquiry-Based Approach
	11.1 Introduction
	11.2 Study Approach: Lesson Study
		11.2.1 Participants
		11.2.2 Data Collection and Analysis
		11.2.3 Lesson Design
	11.3 Findings
		11.3.1 Fostering EC in General
		11.3.2 Complexity of Sustainability Issues
		11.3.3 Opinion Forming About Sustainability Issues
	11.4 Discussion and Concluding Remarks
	References
12 Education for Environmental Citizenship Pedagogical Approach: Innovative Teaching and Learning for a Sustainable Future
	12.1 Introduction
	12.2 EEC Builds upon and Integrates the Pre-Existing Approaches
		12.2.1 Pedagogical Landscape of EEC
		12.2.2 Educational Niche of EEC
	12.3 Focus and Characteristics of EEC
		12.3.1 Characteristics of EEC
		12.3.2 Notions of EEC
		12.3.3 EEC Competences
	12.4 A Comprehensive and Holistic Approach for Education for Environmental Citizenship, the EEC Pedagogical Approach
	12.5 Empirical Data from the Implementation of the EEC Pedagogical Approach
	12.6 Conclusions
	References
13 Educational Potentialities of Student-Curated Exhibitions on Socioscientific Issues: The Students’ Perspective
	13.1 Introduction
	13.2 Theoretical Framework
	13.3 Methodology
	13.4 Results
		13.4.1 Previous Activities and Tasks
		13.4.2 Planning and Construction Phase
		13.4.3 Display of Exhibits
		13.4.4 Difficulties During the Exhibition Development Process
		13.4.5 Learning Achievements
	13.5 Conclusion
	References
14 Socioscientific Issues, Scientific Literacy, and Citizenship: Assembling the Puzzle Pieces
	14.1 Introduction
	14.2 Society, Education, and Science Education
	14.3 Defining Scientific Literacy—From Forms to Citizenship
	14.4 Translating a Justice-Oriented Scientific Literacy into Practice
		14.4.1 Critical Thinking
		14.4.2 Learning About Ethics
		14.4.3 Considering Values Positions
		14.4.4 Perceptions of Risk
		14.4.5 Deliberative Discussions
		14.4.6 Relevance and Development of an Extended Peer Community
		14.4.7 Engaging in Socio-Political Actions
	14.5 Summary
	References
15 Implementing the Instructional Model of Socioscientific Board Game in a General Education Course
	15.1 Introduction
		15.1.1 Serious (Educational) Games
		15.1.2 Applications of Board Games
	15.2 The Board Game Model
		15.2.1 The Conceptual Structure
		15.2.2 The Analogical Models
	15.3 The Board Game Instructional Module
	15.4 Field Implementation in a General Education Course
		15.4.1 Scientific Concepts Related to Biodiversity and Biological Conservation
		15.4.2 Social Scientific Reasoning
		15.4.3 Records of the Game Performances
	15.5 Concluding Remarks
	References
16 Futures-Focused Teaching and Learning of Climate Change: An Exploration into Students’ Perceptions of the Climate Future
	16.1 Introduction
		16.1.1 Student Perceptions and Attitudes toward Climate Futures
		16.1.2 Futures-Focused Teaching and Learning
	16.2 This Study
		16.2.1 Participants
		16.2.2 The Teaching Module
		16.2.3 Data Collection
		16.2.4 Data Analysis
	16.3 Results and Discussion
	16.4 Conclusion
	References
17 Exploring the Relationships Among Prior Knowledge, Perceptions of Climate Change, Conceptual Understanding, and Scientific Explanation of Global Warming
	17.1 Introduction
	17.2 Literature Review
		17.2.1 Conquering Cognitive Barriers to Climate Change
		17.2.2 Modeling the Relations Among Conceptual Understanding, Scientific Explanation, and Attitude on Climate Change
	17.3 Research Methods
		17.3.1 Participants
		17.3.2 Research Instrument and Data Collection
		17.3.3 Implementation Procedures
		17.3.4 Data Analysis
	17.4 Results
		17.4.1 Influence of Digital Climate Change on Knowledge Construction and Attitude Change Toward Climate Change
		17.4.2 Modeling the Relations Among the Climate Change Knowledge, Attitude, and Quality of Scientific Explanations on Climate Change
	17.5 Discussion
	17.6 Conclusions
	References
18 The Influences of Different Online Reading Tasks on Undergraduate Students’ Reading Processes and Informal Reasoning Performances Regarding a Socioscientific Issue
	18.1 Introduction
	18.2 Research Questions
	18.3 Method
		18.3.1 Participants
		18.3.2 Research Design
		18.3.3 Experimental Procedure and the Online Reading Tasks
		18.3.4 Instruments
		18.3.5 Measures
	18.4 Results and Discussion
		18.4.1 Information Acquisition Stage: Eye Movement Measures
		18.4.2 Argument Evaluation Stage: Argument Convincingness Rating
		18.4.3 Argument Generation Stage: Informal Reasoning Performances
		18.4.4 Attitude Change: Degrees of Agreement with the Issue
	18.5 Conclusions and Implications
	References
19 Teachers’ Strategies to Develop Students’ Decision Making Skills Using the Socioscientific Issue of Climate Change
	19.1 Introduction
		19.1.1 Argumentation and Decision Making
	19.2 Socioscientific Issues Strategies and Instructional Models
		19.2.1 Instructional Models of Decision Making
		19.2.2 Debating the Effects of Instruction
		19.2.3 Models for Evaluating Students’ Argumentation Skills
	19.3 The Role of the Classroom Teacher
		19.3.1 Attitudes and Barriers
		19.3.2 Supporting Teachers
		19.3.3 Teachers’ Moves in Managing SSI Discourse
	19.4 Effective Teacher Strategies When Using Climate Change as an SSI
	19.5 Conclusion and Recommendations
	References
Part III Reflections and Epilogue
20 Politicized Socioscientific Issues Education Promoting Ecojustice
	20.1 Introduction
	20.2 Personal, Social, and Environmental Threats
	20.3 Potential Educational Contributions to Ecojust Futures
	20.4 Ecojust Contributions of STEPWISE-Informed Perspectives and Practices
	20.5 Coda
	References
21 Teaching SSIs: An Epistemology Based on Social Justice Through the Meta Theory of Critical Realism
	21.1 Introduction
	21.2 Fact-Value
	21.3 Critical Realism
	21.4 Socioscientific Inquiry-Based Learning (SSIBL)
	21.5 A Way Forward
		21.5.1 Purification of the Alumina
		21.5.2 Electrolysis
	21.6 Conclusion
	References
22 Epilogue: Evolution of Socioscientific Issues Based Education
	References