Teaching Socio-Scientific Issues through Integrated STEM Education: An Effective Practical Averment from Indonesian Science Lessons

Autor/inn/en	Wahono, Bevo; Chang, Chun-Yen; Nguyen, Thi To Khuyen
Titel	Teaching Socio-Scientific Issues through Integrated STEM Education: An Effective Practical Averment from Indonesian Science Lessons
Quelle	In: International Journal of Science Education, 43 (2021) 16, S.2663-2683 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wahono, Bevo) ORCID (Chang, Chun-Yen) ORCID (Nguyen, Thi To Khuyen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1983226
Schlagwörter	Science and Society; STEM Education; Controversial Issues (Course Content); Genetics; Teaching Methods; Instructional Effectiveness; Student Attitudes; Student Motivation; Junior High School Students; Grade 9; Academic Achievement; Self Concept; Concept Formation; Thinking Skills; Perspective Taking; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? STEM; Controversial issues; Kontroverse; Humangenetik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schülerverhalten; Schulische Motivation; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Schulleistung; Selbstkonzept; Concept learning; Begriffsbildung; Denkfähigkeit; Zukunftsperspektive; Ausland; Indonesien
Abstract	This study aims to test the effectiveness of a socio-scientific issue (SSI) based instruction through STEM-6E (engage, explore, explain, engineer, enrich, and evaluate). Controversial science topics (e.g. genetically modified organisms) in many countries, especially Indonesia, can be approached via integrated STEM education. One hundred and nine junior-high-school students from two different schools were involved in this study. Qualitative and quantitative data analyses were used to interpret the data obtained. Furthermore, a multi-level assessment framework (proximal and distal assessment) was employed in the quantitative analysis. The study results revealed that socio-scientific issue-based instruction by STEM-6E can probe a unique natural classroom interaction initiated by the teacher. The results also showed that both proximal and distal assessment had significant pre-test and post-test score differences (t-test value: proximal = -14.89; distal = -8.92). Practical significance from Cohen's d in the two assessments also showed a large effect (distal: d = 0.85; proximal: d = 1.42). The students' perceptions of this curriculum intervention, are extensively discussed. In conclusion, this current study's results support the claim that STEM-SSI can foster students' understanding, performance, motivation, and self-awareness in learning science. Furthermore, such findings contribute to science teachers in planning, processing, and evaluating classroom learning via controversial science topics through integrated STEM education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01