Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues: Based on the SSI-PCK Framework

Autor/in	Lee, Hyunju
Titel	Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues: Based on the SSI-PCK Framework
Quelle	In: Asia-Pacific Science Education, 8 (2022) 2, S.301-330 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hyunju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Science Teachers; Science Instruction; Science and Society; Pedagogical Content Knowledge; Preservice Teacher Education; Lesson Plans; Foreign Countries; Student Attitudes; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Lesson planning; Unterrichtsplanung; Ausland; Schülerverhalten
Abstract	To effectively address socioscientific issues (SSI), science teachers need to obtain a certain level of pedagogical content knowledge for SSI teaching (SSI-PCK). In this study, therefore, pre-service science teachers (PSTs) were provided an SSI teacher education program (SSI-TEP) based on the SSI-PCK framework and their development and challenges were carefully examined. Fifteen PSTs participated in the SSI-TEP over 15 weeks and had opportunities to design and implement an SSI lesson in a group. Data were collected through SSI lesson plans, fieldnotes, and group interviews. The results showed that the PSTs highly valued their SSI-TEP experience but noted several pedagogical and epistemological challenges. They were concerned about how to meet both the national science curriculum and students' needs and how to reveal the nature of science and technology through the selected SSI scenarios. Additionally, they felt the need to obtain skills to facilitate and scaffold students' participation. The challenges were often intertwined with SSI-PCK components. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01