Impact of Place-Based Socioscientific Issues Instruction on Students' Contextualization of Socioscientific Orientations

Autor/inn/en	Herman, Benjamin C.; Newton, Mark H.; Zeidler, Dana L.
Titel	Impact of Place-Based Socioscientific Issues Instruction on Students' Contextualization of Socioscientific Orientations
Quelle	In: Science Education, 105 (2021) 4, S.585-627 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herman, Benjamin C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21618
Schlagwörter	Place Based Education; Science and Society; Environmental Education; Sustainable Development; Instructional Effectiveness; World Views; Postsecondary Education; Ecological Factors; Moral Values; Social Responsibility; Empathy; Perspective Taking; Evidence; Parks; Consciousness Raising; Student Attitudes; Wyoming; Montana; Idaho + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Unterrichtserfolg; World view; Weltanschauung; Post-secondary education; Tertiäre Bildung; Ökologischer Ansatz; Moral value; Ethischer Wert; Soziale Verantwortung; Empathie; Zukunftsperspektive; Evidenz; Freizeitpark; Bewusstseinsbildung; Schülerverhalten
Abstract	This investigation examined how a 6 week environmental topics course that included place-based socioscientific issues (SSI) instruction in the Greater Yellowstone Area (GYA) in the United States of America influenced 21 postsecondary students' expressed socioscientific orientations of "Ecological Worldviews" (including "Interconnectedness and Sustainable Development"); "Social and Moral Compassion" (including "Moral and Ethical Sensitivity," "Perspective Taking," and "Empathetic Concern"); "Socioscientific Accountability" (including "Feelings of Responsibility" and "Willingness to Act"); and "Scientific Evidence Views" (including "Affordances and Constraints of Scientific Evidence"). The students, who were enrolled in diverse academic majors, provided significantly different and better contextualized qualitative responses across all eight socioscientific orientation dimensions after the SSI course. For instance, the students often referred to SSI they experienced, such as when indicating feeling more connected to nature and accountable for compassionate and sustainable environmental issues resolution. Moreover, the students were better able to utilize the perspectives of those they interacted with who were incurring SSI impacts (e.g., ranchers and Native Americans in the GYA) to knowledgably articulate how effective SSI resolution requires weighing scientific evidence in juxtaposition with sociocultural and ethical considerations. The coherence to which our methodological approaches and socioscientific orientation rubrics revealed how the students expressed complex cognitive, emotive, and intentional variables highlight the importance of the SSI field's need to use such standardized qualitative measures. Pedagogical considerations addressed include how to effectively implement place-based instruction where students engage diverse groups of people experiencing and resolving SSI where they occur. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01