Reflecting Socio-Scientific Issues for Science Education Coming from the Case of Curriculum Development on Doping in Chemistry Education
Miriam Stolz 1, Torsten Witteck 1, Ralf Marks 1, Ingo Eilks 1 *
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1 University of Bremen, GERMANY
* Corresponding Author

Abstract

Socio-scientific issue-based science education has been suggested for promoting general educational skills development in science classes. However, there is a lack of operationalized criteria, which can be used to reflect upon societal issues to whether turning them into issues for science classroom instruction. This paper describes a case study based on Participatory Action Research in science education. A lesson plan based on the socio-scientific issue of doping in professional sports and in fitness studios was designed and cyclically refined by a group of teachers and science education researchers. Along this case, together with previous studies of SSI-oriented curriculum development, the action research group started reflecting on the question of operational criteria for reflecting and carrying out socio-scientific issues in science classroom situations. This paper discusses the structure of the above-mentioned lesson plan. Experience gained during lesson plan development and testing will be reported upon. Suggestions stemming from teacher group discussions about the criteria chosen for reflecting socio-scientific issues for classroom use will also be presented.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2014.945a

EURASIA J Math Sci Tech Ed, 2013 - Volume 9 Issue 4, pp. 361-370

Publication date: 14 Dec 2013

Article Views: 782

Article Downloads: 191

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