Enhancing Students' Communication Skills in the Science Classroom through Socioscientific Issues

Autor/inn/en	Chung, Yoonsook; Yoo, Jungsook; Kim, Sung-Won; Lee, Hyunju; Zeidler, Dana L.
Titel	Enhancing Students' Communication Skills in the Science Classroom through Socioscientific Issues
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9557-6
Schlagwörter	Communication Skills; Science Education; Genetics; Grade 9; Teaching Methods; Biotechnology; Science and Society; Controversial Issues (Course Content); Questionnaires; Pretests Posttests; Semi Structured Interviews; Teacher Attitudes; Student Attitudes; Educational Practices; Instructional Effectiveness; Foreign Countries; Observation; South Korea + Suchen Sie Ihr Suchwort? Kommunikationsstil; Naturwissenschaftliche Bildung; Humangenetik; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; Biotechnologie; Controversial issues; Kontroverse; Fragebogen; Lehrerverhalten; Schülerverhalten; Bildungspraxis; Unterrichtserfolg; Ausland; Beobachtung; Korea; Republik
Abstract	Communication skills are one of the most important competencies for 21st century global citizens. Our guiding presupposition was that socioscientific issues (SSIs) could be used as an effective pedagogical tool for promoting students' communication skills by increasing peer interactions, stimulating students' reasoning, and in constructing shared social knowledge. We implemented a SSI program on gene modification (GM) technology to 132 9th graders in South Korea and investigated to what extent this SSI instruction contributed to enhancing students' communication skills. Data sources included pre- and post-scores on the Communication Skills Questionnaire (CSQ), semi-structured interviews with the students and instructor, and classroom observations. The results demonstrated that SSI instruction could bring about a moderately large impact on students' ability to understand the key ideas of others and to value others' perspectives, as well as a marginal positive effect on developing active assertions. However, SSI instruction appeared to have a lesser impact on students' ability to develop shared understanding. Overall, this research indicates the potential that even a limited SSI classroom could have in terms of promoting students' communication skills in the context of their regular science class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01