The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Beyond STS: A research-based framework for socioscientific issues education
Open accessAbstract
An important distinction can be made between the science, technology, and society (STS) movement of past years and the domain of socioscientific issues (SSI). STS education as typically practiced does not seem embedded in a coherent developmental or sociological framework that explicitly considers the psychological and epistemological growth of the child, nor the development of character or virtue. In contrast, the SSI movement focuses on empowering students to consider how science-based issues reflect, in part, moral principles and elements of virtue that encompass their own lives, as well as the physical and social world around them. The focus of this paper is to describe a research-based framework of current research and practice that identifies factors associated with reasoning about socioscientific issues and provide a working model that illustrates theoretical and conceptual links among key psychological, sociological, and developmental factors central to SSI and science education. © 2005 Wiley Periodicals, Inc. Sci Ed, 89:357–377, 2005
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Cites
Toulmin, S. E. (2003) · doi:10.1017/cbo9780511840005 · Cited by 7,101
Kuhn, D. (1991) · doi:10.1017/cbo9780511571350 · Cited by 2,094
Welch (1986) · doi:10.1002/(issn)1098-2736 · Cited by 1,666
Scientific literacy for decisionmaking and the social construction of scientific knowledge
Bingle, W. H., & Gaskell, P. J. (1994) · Science Education · doi:10.1002/sce.3730780206 · Cited by 229
Science for Students With Disabilities
Mastropieri, M. A., & Scruggs, T. E. (1992) · Review of Educational Research · doi:10.3102/00346543062004377 · Cited by 151 · cited 1×
“The diversity of modern science classrooms includes learners from various cultures (e.g., Cobern & Loving, 2000; Lemke, 2001), developmental abilities (e.g., Mastropieri & Scruggs, 1992; McGinnis, 2000), and genders (e.g., Brickhouse, 2001; Tsai, 2000).”
Background
Cited by
Situated learning in science education: socio‐scientific issues as contexts for practice
Sadler, T. D. (2009) · Studies in Science Education · doi:10.1080/03057260802681839 · Cited by 667
Self-citationLampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022) · Applied Sciences · doi:10.3390/app12136809 · Cited by 462
Zeidler, D. L. (2016) · Cultural Studies of Science Education · doi:10.1007/s11422-014-9578-z · Cited by 340
Self-citationJustice‐centered science pedagogy: A catalyst for academic achievement and social transformation
Morales‐Doyle, D. (2017) · Science Education · doi:10.1002/sce.21305 · Cited by 331
Hofstein, A., Eilks, I., & Bybee, R. (2011) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-010-9273-9 · Cited by 314
Metadata
- Authors
- Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V.
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 2005
- Volume
- 89
- Issue
- 3
- Pages
- 357-377
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W1995030765
- Cited by
- 1,198
- References
- 5
- FWCI
- 93.81
- Type
- journal article
- Language
- en
- Open access
- bronze
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