Design of a Socio-Scientific Issue Curriculum Unit: Antibiotic Resistance, Natural Selection, and Modeling

Autor/inn/en	Friedrichsen, Patricia J.; Sadler, Troy D.; Graham, Kerri; Brown, Pamela
Titel	Design of a Socio-Scientific Issue Curriculum Unit: Antibiotic Resistance, Natural Selection, and Modeling
Quelle	In: International Journal of Designs for Learning, 7 (2016) 1, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-449X
Schlagwörter	Science and Society; Secondary School Science; Science Instruction; Instructional Design; Models; Microbiology; Genetics; Hands on Science; Honors Curriculum; Grade 10; High School Students; Technology Integration; Capstone Experiences + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Mikrobiologie; Humangenetik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In this design case, we describe our work to design and develop a socio-scientific issue (SSI) based unit of instruction for use in high school biology. Our team includes university based science educators, an experienced classroom teacher, and a microbiologist. The unit focuses on antibiotic resistant bacteria as a context for student exploration of natural selection and engagement in modeling practices. Our team recently presented a model for SSI instruction that highlights: (a) a focal issue, (b) interaction of science ideas and practices, (c) social considerations, (d) use of information and communications technologies, and (e) a culminating experience that encourages students to synthesize their ideas. We use this model to frame the design case and discuss key decision points that influenced design and development of the unit. The design product is a three-week unit that we implemented in the spring of 2014. Key challenges presented in the case include continually evolving notions of scientific modeling practices and implications for related learning activities, developing supports for student negotiation of the social dimensions of antibiotic resistance, and determining how much emphasis to place on student use of information and communications technologies. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01