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| Format: | Artículo científico |
| Langue: | en |
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Associação Brasileira de Pesquisa em Educação em Ciências
2014
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| Accès en ligne: | https://www.redalyc.org/articulo.oa?id=571666020005 |
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| _version_ | 1866816332087951360 |
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| author | Troy D. Sadler |
| author_facet | Troy D. Sadler |
| contents | Socio‐scientific Issues based Teaching and Learning: Hydrofracturing as an Illustrative context of a Framework for Implementation and Research Troy D. Sadler Christopher D. Murakami Educación Discourse Discourse Hydrofracturing Hydrofracturing Theory‐to‐practice Global citizens are constantly immersed in issues like hydraulic fracturing or"hydrofracturing" that rely upon scientific knowledge and the ability to negotiatemultiple forms of evidence and reasoning to make informed decisions. Historically,Environmental Education and Science Education have been well positioned to providelearning experiences that support the development of important skills like Discoursethat are requisite for full participation in our worldwide community. In this article, weexplore the confluence of environmental education, science education, and theemergence of an empirical model for socio‐scientific Issues (SSI) based teaching andlearning. While environmental education and science education have distinctdifferences, there are significant overlaps in content and process. The emergence ofSSI from the field of science education presents opportunities to drive environmentaleducation, and a new framework for guiding SSI based teaching and learning can beuseful in terms of informing focus, structure and processes for teaching through issues.Using hydrofracturing as a sample issue, we demonstrate how this recently developedSSI framework can be applied to create learning environments that support development of critical Discourse practices and further the goals of science andenvironmental education. The core aspects of the framework are 1) design elements,2) learner experiences, and 3) teacher attributes. We elaborate each of these aspectsand demonstrate how to reposition science content and the roles of students andteachers to engage in the issue of hydrofracturing. The SSI framework also highlightsthe importance of a safe classroom community and an awareness of the broader geo‐political context when practicing SSI based teaching and learning. This work provides atheoretical and practical basis to drive the fields of science and environmentaleducation towards research and teaching that promote engaged global citizenship andsocial justice. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020005 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| format | Artículo científico |
| id | redalyc_571666020005 |
| language | en |
| publishDate | 2014 |
| publisher | Associação Brasileira de Pesquisa em Educação em Ciências |
| spellingShingle | Socio‐scientific Issues based Teaching and Learning: Hydrofracturing as an Illustrative context of a Framework for Implementation and Research Troy D. Sadler Educación Discourse Discourse Hydrofracturing Hydrofracturing Theory‐to‐practice Socio‐scientific Issues based Teaching and Learning: Hydrofracturing as an Illustrative context of a Framework for Implementation and Research Troy D. Sadler Christopher D. Murakami Educación Discourse Discourse Hydrofracturing Hydrofracturing Theory‐to‐practice Global citizens are constantly immersed in issues like hydraulic fracturing or"hydrofracturing" that rely upon scientific knowledge and the ability to negotiatemultiple forms of evidence and reasoning to make informed decisions. Historically,Environmental Education and Science Education have been well positioned to providelearning experiences that support the development of important skills like Discoursethat are requisite for full participation in our worldwide community. In this article, weexplore the confluence of environmental education, science education, and theemergence of an empirical model for socio‐scientific Issues (SSI) based teaching andlearning. While environmental education and science education have distinctdifferences, there are significant overlaps in content and process. The emergence ofSSI from the field of science education presents opportunities to drive environmentaleducation, and a new framework for guiding SSI based teaching and learning can beuseful in terms of informing focus, structure and processes for teaching through issues.Using hydrofracturing as a sample issue, we demonstrate how this recently developedSSI framework can be applied to create learning environments that support development of critical Discourse practices and further the goals of science andenvironmental education. The core aspects of the framework are 1) design elements,2) learner experiences, and 3) teacher attributes. We elaborate each of these aspectsand demonstrate how to reposition science content and the roles of students andteachers to engage in the issue of hydrofracturing. The SSI framework also highlightsthe importance of a safe classroom community and an awareness of the broader geo‐political context when practicing SSI based teaching and learning. This work provides atheoretical and practical basis to drive the fields of science and environmentaleducation towards research and teaching that promote engaged global citizenship andsocial justice. 2014 artículo científico 1806-5104 https://www.redalyc.org/articulo.oa?id=571666020005 en http://www.redalyc.org/revista.oa?id=5716 Revista Brasileira de Pesquisa em Educação em Ciências application/pdf Associação Brasileira de Pesquisa em Educação em Ciências Revista Brasileira de Pesquisa em Educação em Ciências (Brasil) Num.2 Vol.14 |
| title | Socio‐scientific Issues based Teaching and Learning: Hydrofracturing as an Illustrative context of a Framework for Implementation and Research |
| topic | Educación Discourse Discourse Hydrofracturing Hydrofracturing Theory‐to‐practice |
| url | https://www.redalyc.org/articulo.oa?id=571666020005 |