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Book Chapter: Metalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interest

TitleMetalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interest
Authors
Issue Date2011
PublisherSpringer
Citation
Metalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interest. In Sadler, TD (Ed.), Socio-scientific issues in the classroom: teaching, learning and research, p. 39-43. Netherlands: Springer, 2011 How to Cite?
AbstractTo begin this chapter, the authors discuss the socio-scientific issues (SSI) movement in terms of related approaches to the contextualization of science education in issues that matter to students, teachers, and the broader population. They highlight relationships between SSI and the Science-Technology-Society (STS) movement and discuss different ways in which the movements overlap and share consistency: “The essence of all these ideas [SSI, STS, and other approaches that promote progressive visions of scientific literacy] is that the science content should be situated in real, important and often—controversial issues that gain the public’s interest” (p. 1). Later in the introduction, the authors extend the links between STS and SSI to include Education for Sustainability and Environmental Education. Historically, many of the issues addressed in Environmental Education (EE) are also issues featured within STS and SSI approaches. For instance, issues related to water pollution and quality fit easily into curricula labeled as EE or SSI. However, I see the purpose of a SSI-oriented curriculum and an EE-oriented curriculum as being significantly different. An SSI approach supports the development of individual learners and emergent communities of learners in terms of decision-making, participation in democratic processes, and reasoning. The focus is on student development and not on the promotion of a particular point of view or orientation. An EE approach may support similar processes but does so toward a desired result, that is, proenvironment attitudes and behaviors.
Persistent Identifierhttp://hdl.handle.net/10722/166015
ISBN
Series/Report no.Contemporary trends and issues in science education. v. 39

 

DC FieldValueLanguage
dc.contributor.authorWong, ASLen_US
dc.contributor.authorTai, Ten_US
dc.contributor.authorSadler, TDen_US
dc.date.accessioned2012-09-20T08:26:19Z-
dc.date.available2012-09-20T08:26:19Z-
dc.date.issued2011en_US
dc.identifier.citationMetalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interest. In Sadler, TD (Ed.), Socio-scientific issues in the classroom: teaching, learning and research, p. 39-43. Netherlands: Springer, 2011en_US
dc.identifier.isbn9789400711587-
dc.identifier.urihttp://hdl.handle.net/10722/166015-
dc.description.abstractTo begin this chapter, the authors discuss the socio-scientific issues (SSI) movement in terms of related approaches to the contextualization of science education in issues that matter to students, teachers, and the broader population. They highlight relationships between SSI and the Science-Technology-Society (STS) movement and discuss different ways in which the movements overlap and share consistency: “The essence of all these ideas [SSI, STS, and other approaches that promote progressive visions of scientific literacy] is that the science content should be situated in real, important and often—controversial issues that gain the public’s interest” (p. 1). Later in the introduction, the authors extend the links between STS and SSI to include Education for Sustainability and Environmental Education. Historically, many of the issues addressed in Environmental Education (EE) are also issues featured within STS and SSI approaches. For instance, issues related to water pollution and quality fit easily into curricula labeled as EE or SSI. However, I see the purpose of a SSI-oriented curriculum and an EE-oriented curriculum as being significantly different. An SSI approach supports the development of individual learners and emergent communities of learners in terms of decision-making, participation in democratic processes, and reasoning. The focus is on student development and not on the promotion of a particular point of view or orientation. An EE approach may support similar processes but does so toward a desired result, that is, proenvironment attitudes and behaviors.-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofSocio-scientific issues in the classroom: teaching, learning and researchen_US
dc.relation.ispartofseriesContemporary trends and issues in science education. v. 39-
dc.titleMetalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interesten_US
dc.typeBook_Chapteren_US
dc.identifier.emailWong, ASL: aslwong@hkucc.hku.hken_US
dc.identifier.authorityWong, ASL=rp00972en_US
dc.identifier.doi10.1007/978-94-007-1159-4_3-
dc.identifier.hkuros208842en_US
dc.identifier.spage39en_US
dc.identifier.epage43en_US
dc.publisher.placeNetherlands-

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