Abstract
This research developed a short-term module for preservice earth science teachers to cultivate their competence for teaching socioscientific issues (SSI). This SSI professional development module provided the following activities: working on an SSI web-based module in pairs, discussing teaching issues with each other, reviewing the issues with a science educator, and reflecting on practical issues shared by an in-service teacher. The effects of this module were explored by comparing the pre-survey and post-survey responses of 14 preservice earth science teachers on a questionnaire about teaching SSI. The results from the pre- and post-surveys showed that the preservice earth science teachers highly rated the necessity of introducing SSI into the curriculum but held a slight concern about students’ competency. Furthermore, their personal teaching efficacy beliefs about dealing with SSI and their scope of SSI pedagogical content knowledge both improved. The features of the module are discussed in terms of its impact on the professional development of preservice teachers.
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This research is financially supported by the National Taiwan Normal University within the framework of the Higher Education Sprout Project by the Ministry of Education in Taiwan.
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Wu, JY., Hsu, YS., Zhang, WX. (2022). Preservice Secondary Science Teachers’ Views on Teaching Socioscientific Issues. In: Hsu, YS., Tytler, R., White, P.J. (eds) Innovative Approaches to Socioscientific Issues and Sustainability Education. Learning Sciences for Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-1840-7_4
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