SSI-based instruction by secondary school teachers: what really happens in class?

Whereas one of the potential uses of Socioscientific Issues-based instruction in basic education is to engage students in scientific practices, there is a lack of empirical evidence showing that this is indeed what happens in the classroom. On this basis, the present study analysed teachers’ adaptat...

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Authors: Alcaraz Domínguez, Silvia, Shwartz, Yael, Barajas, Mario
Format: article
Status:Versión aceptada para publicación
Publication Date:2024
Country:España
Institution:Universidad de Oviedo (UNIOVI)
Repository:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/227543
Online Access:https://hdl.handle.net/2445/227543
Access Level:Open access
Keyword:Innovacions educatives
Professors de ciències
Educació secundària
Educational innovations
Science teachers
Secondary education
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spelling SSI-based instruction by secondary school teachers: what really happens in class?Alcaraz Domínguez, SilviaShwartz, YaelBarajas, MarioInnovacions educativesProfessors de ciènciesEducació secundàriaEducational innovationsScience teachersSecondary educationWhereas one of the potential uses of Socioscientific Issues-based instruction in basic education is to engage students in scientific practices, there is a lack of empirical evidence showing that this is indeed what happens in the classroom. On this basis, the present study analysed teachers’ adaptations of pre-made SSI-based lessons in light of scientific practices as expressed in the PISA 2018 science competence framework. The results show that teachers mostly use SSI-BI to engage students in explaining phenomena scientifically, thus displaying that the model helps teachers to engage students in an elemental scientific practice. Further, tendencies of how teachers approach the other scientific practices are explained. Based on these results, we recommend to keep promoting the use of SSI-BI in science education, while emphasising the epistemic aspects of science in teacher education, as this subject matter knowledge can impact their disciplinary and pedagogical knowledge, which is known to influence their delivery of Socioscientific Issues-based instruction in the desired direction.Taylor & Francis2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2445/227543Articles publicats en revistes (Didàctica i Organització Educativa)reponame:Dipòsit Digital de la UBinstname:Universidad de Oviedo (UNIOVI)InglésVersió postprint del document publicat a: https://doi.org/10.1080/09500693.2024.2303779International Journal of Science Education, 2024, vol. 46, num.18, p. 1944-1962https://doi.org/10.1080/09500693.2024.2303779(c) Taylor & Francis, 2024info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2275432026-05-27T06:46:51Z
dc.title.none.fl_str_mv SSI-based instruction by secondary school teachers: what really happens in class?
title SSI-based instruction by secondary school teachers: what really happens in class?
spellingShingle SSI-based instruction by secondary school teachers: what really happens in class?
Alcaraz Domínguez, Silvia
Innovacions educatives
Professors de ciències
Educació secundària
Educational innovations
Science teachers
Secondary education
title_short SSI-based instruction by secondary school teachers: what really happens in class?
title_full SSI-based instruction by secondary school teachers: what really happens in class?
title_fullStr SSI-based instruction by secondary school teachers: what really happens in class?
title_full_unstemmed SSI-based instruction by secondary school teachers: what really happens in class?
title_sort SSI-based instruction by secondary school teachers: what really happens in class?
dc.creator.none.fl_str_mv Alcaraz Domínguez, Silvia
Shwartz, Yael
Barajas, Mario
author Alcaraz Domínguez, Silvia
author_facet Alcaraz Domínguez, Silvia
Shwartz, Yael
Barajas, Mario
author_role author
author2 Shwartz, Yael
Barajas, Mario
author2_role author
author
dc.subject.none.fl_str_mv Innovacions educatives
Professors de ciències
Educació secundària
Educational innovations
Science teachers
Secondary education
topic Innovacions educatives
Professors de ciències
Educació secundària
Educational innovations
Science teachers
Secondary education
description Whereas one of the potential uses of Socioscientific Issues-based instruction in basic education is to engage students in scientific practices, there is a lack of empirical evidence showing that this is indeed what happens in the classroom. On this basis, the present study analysed teachers’ adaptations of pre-made SSI-based lessons in light of scientific practices as expressed in the PISA 2018 science competence framework. The results show that teachers mostly use SSI-BI to engage students in explaining phenomena scientifically, thus displaying that the model helps teachers to engage students in an elemental scientific practice. Further, tendencies of how teachers approach the other scientific practices are explained. Based on these results, we recommend to keep promoting the use of SSI-BI in science education, while emphasising the epistemic aspects of science in teacher education, as this subject matter knowledge can impact their disciplinary and pedagogical knowledge, which is known to influence their delivery of Socioscientific Issues-based instruction in the desired direction.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/227543
url https://hdl.handle.net/2445/227543
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.1080/09500693.2024.2303779
International Journal of Science Education, 2024, vol. 46, num.18, p. 1944-1962
https://doi.org/10.1080/09500693.2024.2303779
dc.rights.none.fl_str_mv (c) Taylor & Francis, 2024
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Taylor & Francis, 2024
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctica i Organització Educativa)
reponame:Dipòsit Digital de la UB
instname:Universidad de Oviedo (UNIOVI)
instname_str Universidad de Oviedo (UNIOVI)
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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