Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning

Safwatun Nida,Ingo Eilks,Vita Ria Mustikasari

doi:10.29333/ejmste/9573

Abstract

This study explores the views of Indonesian junior high school pre-service science teachers (PSTs) towards teaching based on socio-scientific issues (SSIs). Questionnaires were analyzed qualitatively and descriptively. The PSTs (N=62) acknowledged that student competencies ranging from personal to socially relevant skills as well as character formation can potentially be developed through SSI-based instruction. The PSTs mentioned several challenges which may hinder implementation of SSI-based instruction. These include the interdisciplinary and controversial nature of SSIs, a lack of familiarity regarding SSIs, the lack of necessary student skills, insufficient teacher expertise, and curriculum constraints. The PSTs viewed SSIs as able to potentially enhance their personal competencies through SSI-based instruction, mostly with regard to pedagogical skills. The relevance of SSI-based instruction was, however, not seen in as positive a light as the participants’ views on the need of character building. The PSTs’ intentions to later implementing SSI-based instruction ranged from medium to high.

Highlights

Ever since the 1960s, the goals of school science education in many countries has shifted from a primary focus on preparing the generation for sciencerelated careers to achieving scientific literacy for all (Eilks, Rauch, Ralle, & Hofstein, 2013)
This study explores the views of Indonesian junior high school pre-service science teachers (PSTs) towards teaching based on socio-scientific issues (SSIs)
This study focused on the views of Indonesian pre-service science teachers (PSTs) in junior high school with regard to SSI-based teaching

Summary

Introduction

Ever since the 1960s, the goals of school science education in many countries has shifted from a primary focus on preparing the generation for sciencerelated careers to achieving scientific literacy for all (Eilks, Rauch, Ralle, & Hofstein, 2013). Scientific literacy can be defined as the ability to recognize scientific questions and to utilize knowledge and skills from science. This includes making informed decisions regarding any science and technology related issues or problems in modern life and society. Approaches to achieving scientific literacy found in the literature suggest reorienting science learning along the lines of contexts relevant to everyday life (Childs, Hayes, & O’Dwyer, 2015) or using societal relevant questions (Hofstein, Eilks, & Bybee, 2011; Stuckey, Hofstein, Mamlok-Naaman, & Eilks, 2013). SSIs are science-related questions that are relevant to life in society and are multifaceted, controversial and open-ended in nature (Sadler, 2011a; Zeidler, 2015)

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Conclusion