Socioscientific Issues and Multidisciplinarity in School Science Textbooks

Autor/in	Morris, Helen
Titel	Socioscientific Issues and Multidisciplinarity in School Science Textbooks
Quelle	In: International Journal of Science Education, 36 (2014) 7, S.1137-1158 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.848493
Schlagwörter	Textbooks; Social Sciences; Interdisciplinary Approach; Science Education; Models; Prenatal Influences; Genetics; Science Curriculum; High School Students; Screening Tests; Climate; Foreign Countries; Content Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Naturwissenschaftliche Bildung; Analogiemodell; Pränataler Einfluss; Humangenetik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Screening-Verfahren; Klima; Ausland; Inhaltsanalyse
Abstract	The inclusion of socioscientific issues (SSIs) in the science curriculum is a well-established trend internationally. Apart from claims about its innate value, one of the rationales for this approach is its potential for helping to counter declining interest and participation. SSIs involve the use of science and are of interest to society, also raising ethical and moral dilemmas. Introducing such problems presents a significant and usually cross-disciplinary challenge to curriculum developers and teachers. The aim of this paper is to examine how this challenge has been met when judged against contemporary views of the issues concerned. It first explores how SSIs have been interpreted in an important and innovative science course for students aged 14-16 in England, entitled Twenty First Century Science. This paper analyses the Twenty First Century Science textbooks, focusing in detail on two SSIs, reproductive genetic technology and climate change. For each of these issues, the key ideas present in the social science literature surrounding the problems are outlined. This review is then used as an analytical framework to examine how the issues are presented in the textbooks. It is argued in this paper that the perspectives the textbooks take on these issues largely do not include perspectives from social science disciplines. It goes on to suggest that the development of future SSI-based curricula needs to take account of these wider, often interdisciplinary, perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10