Fostering Socioscientific Reasoning Through a Socioscientific Issues-Focused Course

• In Event: Leaning In: Learning From Frameworks for Science Education

Abstract

This study attempted to improve socioscientific reasoning (SSR) through classroom practices. For this purpose, a semester long SSI-focused course including a variety of teaching and learning activities was designed. Data was collected through interviews before and after the course from 24 preservice science teachers. The data was analyzed using two rubrics assessing “breadth” and “depth” of student responses relative to each of SSR aspects (i.e., complexity, inquiry, and perspective-taking). The analysis of data revealed that students’ socioscientific reasoning, including complexity, inquiry and perspective-taking, improved by the end of the course. This study provided empirical evidence that SSR can be improved through classroom learning experiences. The possible sources for improvement and implications for science educators, researchers, and curriculum developers were discussed.

Authors

• Nurcan Cansiz, Ataturk University

• Ozgul Yilmaz-Tuzun, Middle East Technical University

• Troy D. Sadler, University of Missouri - Columbia