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Pre-service teachers’ awareness on the teaching strategies involving socioscientific issues, inquiry-based science education to enhance socioscientific inquiry-based learning.
Stockholm University, Faculty of Social Sciences, Department of Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2016 (English)Conference paper, Poster (Refereed)
Abstract [en]

Together with Inquiry-Based Science Education (IBSE), teaching and learning about SocioScientifis Issues (SSI) and the related argumentation skill (termed informal ar-gumentation or SSI-argumentation) are emerging and hot research topics in science education internationally during the past decades. Embedding the four important concepts regarding Responsible Research and Innovation (RRI), Citizenship Educa-tion (CE), SSI and IBSE for the education in modern society, the teaching strategy of SocioScientific Inquiry-Based Learning (SSIBL) is generated and recognized by the European Commission to promote in teacher education and apply in school educa-tion. The presentation is based on an EU FP7 project, PARRISE (No. 612438), aiming to develop TPD courses to enhance pre- and in-service teachers’ competence on teaching students’ SSIBL in formal and informal education from primary to upper secondary education levels. The purpose of this presentation is to demonstrate a design of a SSIBL TPD course (with a focus of RRI, SSI, IBSE and CE concepts) for a group of pre-service teachers at primary education level. Further, the pre-service teachers’ awareness on teaching strategies involving SSI, IBSE to enhance SSIBL is investigated with the main research questions including: 1. What are the pre-service teachers’ awareness of SSI and IBSE teaching? 2. What are the re-service teachers’ awareness of SSI, IBSE and SSIBL teaching after the SSIBL TPD course? 3. What are pre-service teachers’ general feedback on the SSIBL TPD course? Through the pre- and post-test with quantitative Likert-Scale questionnaire survey, the results showed that the 26 pre-service teachers’ confidence on SSI, IBSE and SSIBL teaching strategies were increased and need for further education was decre-ased, both with significantly differences (p < 0.05) after the SSIBL TPD course. Also, the general feedback on the SSIBL course was positive as we

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URN: urn:nbn:se:su:diva-133902OAI: diva2:972537
ERIDOB (European research in didactics of biology), Sep 5-9, Karlstad/Sweden.
EU, FP7, Seventh Framework Programme, 612438
Available from: 2016-09-21 Created: 2016-09-21 Last updated: 2016-09-21

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Rundgren, Carl-Johan
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Department of EducationDepartment of Mathematics and Science Education

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