Socioscience and ethics in science classrooms: Teacher perspectives and strategies

Troy D. Sadler · Aidin Amirshokoohi · Mahsa Kazempour · Kathleen M. Allspaw

328 citations0/0 files storedJournal of Research in Science Teaching

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Science Education and Pedagogy Evolution and Science Education Science Education and Perceptions

Abstract

Abstract This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty‐two middle and high school science teachers from three US states participated in semi‐structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non‐committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value‐free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353–376, 2006

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 328 citations exist upstream.

References

1985Naturalistic inquiry 1998Basics of qualitative research : techniques and procedures for developing grounded theory 1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 2003Research design: qualitative, quantitative, and mixed methods approaches 2005The SAGE handbook of qualitative research 1994The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice 2000Establishing the norms of scientific argumentation in classrooms 1992Students' and teachers' conceptions of the nature of science: A review of the research

Cited by

2011Socio-scientific Issues in the Classroom 2009Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction 2016Evolution of a Model for Socio-Scientific Issue Teaching and Learning 2011Teaching Thinking Skills in Context-Based Learning: Teachers’ Challenges and Assessment Knowledge 2021Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.