Discussion of controversial socio-scientific issues
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This document summarizes a line of research and intervention focused on discussing controversial socio-scientific issues in the classroom. The goals are to promote discussion as a foundation of democracy, increase knowledge and understanding through interaction with others, and prepare students for active participation in society. Key aspects studied include designing discussion activities, evaluating their educational benefits, and examining student and teacher perceptions of discussing controversial issues in class.
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![[object Object],[object Object],[object Object],[object Object],Discussion is an essential element of popular sovereignty, mobilizing citizens around common problems or objectives and allowing overcoming differences through non-violent decisions. It promotes respect for different opinions, scepticism towards authoritarianism and the confidence necessary to the involvement of citizens in decision making processes they consider relevant. The Roots: Why Discussion? Institute of Education London University Science Education SIG](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed TraineesThree generations of Distance Education Pedagogy: Challenges and Opportunities
This document discusses three generations of distance education pedagogy: behavioral/cognitive, constructivist, and connectivist. The behavioral/cognitive approach focuses on individual learning of content through direct instruction. The constructivist approach emphasizes group learning and social construction of knowledge. The connectivist approach involves learning through networks by building connections between information and sharing knowledge. Each generation built upon the previous ones and was influenced by emerging technologies and social needs. The document provides examples of how different tools and approaches can be used to support these pedagogies in distance education.
Thailand Definition of Literacy and scientific literacy
This document discusses literacy and scientific literacy in Thailand. It defines language literacy as including Thai literacy and English literacy. Scientific literacy is defined as the ability to formulate questions about natural phenomena, describe and explain everyday experiences, and find ways to answer questions. The document also discusses four ways of perceiving scientific literacy: cultural, utilitarian, democratic, and economic. Two studies are summarized - one looking at grade 1 students' Thai language abilities through interviews and observations, and another using a science, technology, and society (STS) approach to interpret grade 6 students' thinking and decision making about food and nutrients.
Urban Inquiries, RRI and Partnerships
This document discusses responsible research and innovation through partnerships between researchers, citizens, and students. It promotes using co-inquiry tools and strategies to equip students with science literacy skills. Examples mentioned include using mobile data collection and discussion apps to engage students in scientific investigations around urban issues. The benefits identified are collaboration in authentic scenarios and co-authorship of publications. Challenges include coordinating different perspectives between students, researchers, and technologists. Recommendations are made around using technologies like weSPOT for questioning, analytics and data collection to support student-centered teaching and learning.
ENGAGE poster rri tools conference
ENGAGE is innovating science education by embedding responsible research and innovation (RRI) in formal learning. It has engaged over 750,000 students, 9,355 teachers, and visitors from 80 countries. The program activates students' interests through dilemma group discussions to develop problem-solving and conversation skills on scientific innovations. Students are given opportunities for self-expression and responsibility to make informed decisions. They learn inquiry skills for RRI combined with science knowledge through inquiry-based projects. Whole-class dialogues develop argumentation skills. Students also assess outcomes by interacting with scientists.
Anju.s.s
1. This document discusses 8 research papers on latest findings in social science pedagogy.
2. The papers cover topics like developing effective social science curriculum, best practices for teaching social studies, using both traditional and innovative methods to engage students, and incorporating student feedback to enhance learning and teaching in social sciences.
3. The document provides brief summaries of each research paper's findings and contributions to social science pedagogy.
Democratic Science Teaching: Building Expertise to Empower Low-Income Minori...
This document discusses the rationale for and implementation of democratic science teaching approaches in urban classrooms. It argues that traditional science pedagogy often fails to value the lived experiences and cultural backgrounds of students from low-income minority communities. Two case studies are presented that demonstrate how giving students voice, sharing authority, and fostering critical science literacy can empower youth and improve engagement with science. The first case study describes a teacher who incorporated student input and decision-making into her 8th grade class, leading to high engagement. The second case study profiles a formerly disinterested student who, through opportunities to develop robotics expertise, transformed his identity and ambitions regarding science.
Online assignment
1. The document discusses recent research findings in pedagogical analysis related to teaching social science. It lists 10 research papers, journal articles, and books on topics like social science learning in schools, teaching social science effectively, best practices for teaching social studies, quantitative and qualitative methodology in social sciences, and enhancing learning through student feedback.
2. The research highlights innovative teaching techniques that have replaced traditional textbook-based instruction in social science. These include experiential learning through projects, use of technology, inquiry-based methods, and making content accessible for all students.
3. The conclusion is that analyzing these writings provides insight into how the field of social science pedagogy has evolved, with new techniques focused on
Making authentic science accesible to students
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
ASSIGNMENT
Issue-based education focuses on addressing problematic questions through discussion and analysis of opposing views, rather than memorization. It aims to produce citizens who can thoughtfully address societal problems. An issue-based curriculum measures success not by recall of facts but by students' intellectual engagement with issues. It encourages students to participate actively in improving society through analyzing evidence and decision-making. If implemented systematically with access to diverse resources, issue-based teaching can improve the quality of discourse in social science classrooms.
Community Of Inquiry Framework
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
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Discussion of controversial socio-scientific issues
- 1. A line of research and intervention The Dicussion of Controversial Socio-Scientific Issues Research Centre on Education Faculty of Sciences Lisbon University School of Education Polythecnic Institute of Santarém Pedro Reis Institute of Education London University Science Education SIG
- 7. A Line of Research and Intervention Designing discussion activities about controversial SSI Evaluating the educational potentialities of classroom discussion about controversial SSI Studying how students perceive the classroom discussion of controversial SSI 1995 2008 Institute of Education London University Science Education SIG
- 8. A Line of Research and Intervention Designing discussion activities about controversial SSI Evaluating the educational potentialities of classroom discussion about controversial SSI Promoting discussion on controversial SSI through Internet Studying how students perceive the classroom discussion of controversial SSI 1995 2008 Institute of Education London University Science Education SIG
- 9. A Line of Research and Intervention Studying how science teachers tackle and include controversial SSI in their lessons Designing discussion activities about controversial SSI Evaluating the educational potentialities of classroom discussion about controversial SSI Promoting discussion on controversial SSI through Internet Studying how students perceive the classroom discussion of controversial SSI 1995 2008 Studying the factors that help or hinder the discussion of these issues in science classes Studying professional development approaches most effective in providing teachers with the confidence and knowledge required to use classroom discussion on SSI Institute of Education London University Science Education SIG
- 12. Educational Potentialities of Classroom Discussion about Controversial SSI Controversial nature of the issue Classroom environment Stimulating thought Improving students’ involvement in science classes Promoting students’ moral development Developing knowledge Stimulating social interaction Inter and intrapersonal conflicts of ideas (socio-cognitive conflicts) Institute of Education London University Science Education SIG
- 13. Educational Potentialities of Classroom Discussion about Controversial SSI Discussion of ethical aspects of controversial SSI Assessment and reformulation of opinions and beliefs Modification of the original reasoning Detection of logical inconsistencies Doubts’ clarification Information exchange Collaborative analysis of opinions Institute of Education London University Science Education SIG
- 14. Educational Potentialities of Classroom Discussion about Controversial SSI The willingness to think People’s behaviour Interest raised by controversial SSI Express individual opinions / thoughts Think Discussion methodology seemed to be a result of encouraging students to Institute of Education London University Science Education SIG
- 20. Promoting Discussion on Controversial SSI through Internet Using Internet to stimulate discussion about controversial SSI related with biotechnology and genetics On-line Forums Asynchronous Discussions Chats Synchronous Discussions “ GENET” Project (gene + net) Analysis of Chats’ and Forums’ Content; Interviews 1997 Institute of Education London University Science Education SIG
- 28. [email_address] Institute of Education London University Science Education SIG