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dc.contributor.authorSadler, T.
dc.contributor.authorDawson, Vaille
dc.contributor.editorBarry Fraser
dc.contributor.editorKenneth Tobin
dc.contributor.editorCampbell McRobbie
dc.date.accessioned2017-01-30T15:32:32Z
dc.date.available2017-01-30T15:32:32Z
dc.date.created2013-03-20T08:52:25Z
dc.date.issued2012
dc.identifier.citationSadler, Troy D. and Dawson, Vaille. 2012. Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes, in Fraser, B.J. and Tobin, K.G. and McRobbie, C.J. (ed), Second International Handbook of Science Education, pp. 799-809. Dordrecht: Springer.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/47317
dc.identifier.doi10.1007/978-1-4020-9041-7_53
dc.description.abstract

Science education scholars and practitioners have called for the contextualization of science content through the exploration of socially relevant issues, also known as socio-scientific issues (SSI), throughout the field’s history. In this chapter we explore the effectiveness of SSI as contexts for science education. Specifically, we review studies that empirically test the effects of SSI-based curricula on the following learning outcomes: science content knowledge, nature of science, interest and motivation, and argumentation. The results provide evidence of positive effects of SSI-based curricula on student learning and practices related to all of the aforementioned areas. We conclude that the research base supports integration of SSI in school science education.

dc.publisherSpringer
dc.titleSocio-scientific issues in science education: Contexts for the promotion of key learning outcomes
dc.typeBook Chapter
dcterms.source.startPage799
dcterms.source.endPage810
dcterms.source.titleSecond International Handbook of Science Education (Part Two)
dcterms.source.isbn9781402090400
dcterms.source.placeDordrecht, The Netherlands
dcterms.source.chapter48
curtin.department
curtin.accessStatusFulltext not available


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