Abstract
Science education reformists in Thailand promote the use of socioscientific issues (SSIs)-based teaching to enrich scientific literacy for global citizenship. To achieve this goal, Thai pre-service science teachers (PSTs) must know how to effectively integrate SSIs into their science teaching practices. The purpose of this study was to enhance PSTs’ understanding and practices of SSIs-based teaching via the online mentoring (OM) program. Three PSTs were selected as case studies, and data were collected from online observations, semi-structured interviews, online discussions, and online document reviews. The analytical methods included within-case and cross-case analysis. This study found that the OM program was effective in enhancing PSTs’ understanding and practices of SSIs-based teaching. As a result, their teaching practices evolved from conveying content knowledge to promoting higher-order cognitive practices. In addition, the PSTs demonstrated a deeper appreciation for OM programs as a means to enhance teaching practices. This research demonstrates how the implementation of OM programs has the potential to be powerful tool for professional development of science educators, which is essential for transforming science educational practices.
Highlights
Scientific knowledge and 21st century learning are evolving, parallel with societal needs
The findings from the three cases revealed that, before participating in the online mentoring (OM) program, they were unclear on the definition of socioscientific issues (SSIs)
I used to bring up the issue about stomach reduction for losing weight, and I thought that this issue is SSI because it related to science and society” (The group meeting, October 21, 2016)
Summary
Scientific knowledge and 21st century learning are evolving, parallel with societal needs. SSIs form a link between relevant social issues and science and, as a result, have become important topics in science education (Kolsto, 2001). The discussion of SSIs in the classroom is useful in terms of student’ learning about content, processes and the nature of science and technology, and in terms of students’ cognitive, social, political, moral and ethical development (Sadler, 2004). SSIs-based instruction is considered a powerful strategy for supporting science learning and the development of scientific literacy (Presley et al, 2013). Some teachers are concerned about many issues, which include finding relevant instructional materials, time limitations (Lee, Abd-ElKhalick, & Choi, 2006), multiple ethical identities including cultural, ethnic, religious and gender perspectives, lack of administrative support, and lack of confidence in their ability to discuss SSIs (Saunders & Renni, 2011). PSTs must have a good understanding with respect to new classroom practices (Bell, 1998)
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