Socio-scientific Approach Research Articles

Enhancing problem-solving and collaborative skills through RICOSRE learning model: A socioscientific approach in physics education

Background: Problem-based learning fosters critical thinking by requiring students to analyze information, evaluate solutions, and make well-judged decisions, thereby enhancing their problem-solving skills.Aim: The study aims to assess the impact of the RICOSRE learning model, which is based on socioscientific issues, on students' problem-solving and collaboration skills.Method: Quasi-experimental research was used in this research involving students in classes XI MIPA 2 and XI MIPA 3. Purposive random sampling was used to select participants. Data were collected using test and non-test instruments: essay questions assessed problem solving skills, while questionnaires measured collaboration skills. Hypothesis testing was carried out using Multivariate of Variance (MANOVA).Results: The RICOSRE learning model based on socioscientific issues can influence the problem-solving ability and collaboration skills of students, as evidenced by the MANOVA test's significant value (0.000). It was also observed that students with higher levels of collaboration tend to have stronger problem-solving capabilities, suggesting a proportional relationship between these two skills. Notably, students in the experimental class who exhibited outstanding collaborative abilities also showed a high problem-solving rate of 80.67%.Conclusion: The study concludes that the RICOSRE learning model, when combined with the Discovery Learning model and a scientific approach, positively influences students' problem-solving and collaboration skills. This model provides an effective learning strategy, enhancing students' ability to apply theoretical concepts to real-world scenarios, thereby making learning more engaging and relevant. Additionally, it prepares students for teamwork, improving their communication and interpersonal skills.

THE EFFECTIVENESS OF THE SOCIO-SCIENTIFIC BASED CIRC (COOPERATIVE, INTEGRATED, READING AND COMPOSITION) MODEL ON STUDENTS' CURIOSITY

One of the characters that must be developed in students is curiosity, namely the desire to know more deeply and broadly about something that is learned, seen or heard. This research aims to determine the effectiveness of the socio-scientific based CIRC model on Students’ Curiosity. The CIRC model is cooperative learning that integrates reading and writing activities using a socio-scientific approach which is new to research. This research uses a quasi-experimental quantitative method. The sample consisted of 25 students as the experimental class and 25 students as the control class. Data collection techniques use tests and observation sheets which are analyzed descriptively quantitatively and inferential statistics. The results of the independent sample t-test produce a P-Value of 0.000, if the P-Value <α = 5% (0.05), then H0 is rejected, meaning there is a significant difference between the curiosity of experimental class and control class students. The results of the one tailed t-test produced a P-Value of 0.000 so that H0 was rejected and the estimated value for difference was 10.80, so the curiosity of experimental class students was better than that of the control class. The ANCOVA test shows a significance of 0.000<α=(0.05), meaning that the socio-scientific based CIRC model is declared effective in increasing curiosity. It can be concluded that the curiosity of students who use the socio-scientific based CIRC model is more effective than those who use the socio-scientific based non CIRC model.

Exploring risk perceptions: a new perspective on analysis

When secondary school students were asked about the socioscientific issue of using sodium fluoroacetate (1080) poison to control New Zealand’s possum pests, they provided a wide range of responses. Their responses showed that they considered this method of control to be risky and contentious. Such contentious issues are an example of the complexity involved in using a socioscientific approach to investigate an aspect of post-normal science. This paper provides the background to and development of a new risk perceptions analysis framework that was employed to qualitatively interpret these diverse viewpoints. Four Cultural Types (Nature Benign, Nature Tolerant, Nature Ephemeral and Nature Capricious) are accommodated within this framework. Each Cultural Type has a particular view of risk that is defined using common characteristics and is differentiated by unique individual attributes. It is proposed that this framework has the potential to analyse students’ responses to this contentious issue of 1080 use. The framework could be used as an educative tool in classrooms to investigate the range of views within society about issues that involve risk. Additionally, it could be used to assist students to gain awareness of their own view as well as develop an appreciation about the differing views of risk held by other people when discussing contentious issues.

The Fifth Dimension in Socio-Scientific Reasoning: Promoting Decision-Making about Socio-Scientific Issues in a Community

Making informed decisions about socio-scientific issues requires socio-scientific reasoning, which is highly challenging for students. This construct has four dimensions, including recognizing complexity, analyzing multiple perspectives, appreciating the need for ongoing inquiry, and employing skepticism. To support its development, we integrated established principles for designing socio-scientific issues learning environments with the Knowledge Community of Inquiry model. A design-based research study was conducted with two iterations, involving 85 eighth graders, to examine the effectiveness of the integrative approach in supporting students’ socio-scientific reasoning and decision-making. The web-based unit “Asthma in the Community” was adapted and enacted with the students. In the first iteration, the socio-scientific approach was applied, and in the second iteration, the unit was redesigned with features from the Knowledge Community of Inquiry approach. Results showed that all students who participated in the second iteration developed socio-scientific reasoning, made better evidence-based decisions than those in the first iteration, and expressed an understanding of decision-making processes in a community, which is suggested as new, fifth dimension of socio-scientific reasoning. This fifth dimension is suggested as essential for coping with decision-making in socio-scientific issues in the networked society, and the study suggests how to design learning environments that can support its development.

PENGGUNAAN PENDEKATAN SOSIOSAINTIFIK DALAM PENGEMBANGAN DAN IMPLEMENTASI RANCANGAN TUGAS TEMATIK BANJIR PADA SISWA SMP NEGERI 3 TAHUNA

The socioscientific approach is a learning approach that is oriented to the context of science and its relationship to social life in society. Thematic learning about flooding is learning that uses themes in linking several subjects so that it is more effective and meaningful because it provides real experiences for students. The objectives of this study are (1) to develop instructional designs on thematic tasks with teachers and parents or the community as learning materials for students, (2) describe the process of implementing flood thematic tasks, (3) describe students' perceptions of material design and implementation of flood thematic learning, (4) improve the mastery of physics concepts, the relationship of mastery of physics concepts with context, the relationship of mastery of physics concepts with biology and mathematics in learning flood thematic tasks with a socio-scientific approach. This study was designed for students of SMP Negeri 3 Tahuna grade VIIIA. Data analysis methods include quantitative analysis used to describe indicators on research variables, indicator correlation using Spearman level correlation, indicator changes from the initial meeting to the final meeting and qualitative analysis used to describe student attitudes and perceptions of learning design and implementation activities. The results of this study obtained that students were actively involved in the discussion of concepts and their application as well as in observation activities. The achievement of group activities between the concept of physics and the context has a perfect correlation

Implementation of the Socio-scientific Issues Approach with the Investigative Group Learning Model to Improve Students' Critical Thinking Skills on Environmental Change Materials

This study aims to determine the effect of the socio-scientific issue approach with the investigative group learning model on the critical thinking skills on environmental change. This study uses a quasi-experimental method with a pretest-posttest control group design. The research population is the students of class X IPA SMAN 1 Batu Sopang, Paser Regency, East Kalimantan, in the academic year 2020/2021. The samples were class X IPA 1 (experimental group) and X IPA 2 (control group) . The test instrument used is a written test. The average pre-test and post-test of the experimental class increased by 15.86, while the average value of the pre-test and post-test of the control class increased by 8.62. the two classes have a difference of 7.24. The N-Gain test result for the experimental class is 0.33, including the medium category and the control class is 0.20, including the low category. The results of the independent samples t-test are sig. 0.08 < 0.05 and t count 2.740 > 1.99, meaning that H0 is rejected. Based on the study results, the socio-scientific approach to issues with the investigative group learning model proved to be more effective in improving students' critical thinking skills than conventional learning models

Climate change education in the humanities classroom: a case study of the Lowell school curriculum pilot

Climate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a middle school classroom. The curriculum reflects collaboration between a private school, a climate education non-profit, and a government agency (NOAA). Following the first year of implementation, student surveys, teacher interviews, and classroom observations comprise the primary tools of data collection and evaluation. Based off these data, students demonstrate high levels of climate literacy, improvements in reading comprehension, and overall engagement with the topic. Teachers report successes and challenges of teaching the curriculum, and administrators offer opportunities for scaling and implementing the curriculum in other schools and contexts (including public schools). Findings from this study are relevant to climate change curriculum developers, researchers, and educators seeking to incorporate an interdisciplinary, socio-scientific approach to climate change education in their work.

Experiencias para una Alfabetización Científica que Promueva la Justicia Ambiental en Distintos Niveles Educativos

The environmental situation in the 21st century reflects a complex problem that affects us unequally. Environmental education requires a socio-scientific approach that broadens this perspective in order to promote the understanding of real situations, and leads to an informed and critical positioning of society for Environmental Justice. To do so, we need a scientific literacy from a Scientific, Technological, Social and Environmental (stse) approach. To this aim, we carried out three classroom involvements in different educational levels structured in three phases: (a) Distribution of little known conceptual information about the problem; (b) reflection about it the promotion of critical thinking, and c) preparation of proposals to solve the problem. In each proposal, content related to pollution issues was presented and related to human and environmental health problems. The analysis of these activities was carried out taking into account the most relevant notes from conversation, drawings and/or class works. All data indicates that their design is adequate to link the knowledge distribution with students’ participation in decision-making: key elements for the development of an education for environmental justice.

Sustainability Science as a Neo-normal: A Case Study

The traditional classroom could not offer substantial learning experience when the learning concepts and contents are becoming complex in the context of social issues which transcending across learning borders. In this article, it tries to find out that normal science conducted in traditional classroom environment could still provide learning but not enough to substantiate knowledge and skills needed to deal with socio-scientific issues complexities. This study assesses and evaluates the level of engagement of learners in the re-oriented learning activity which is beyond the classroom and engages the real community and environment that was introduced through socio-scientific approach by utilizing the concept of the school-based learning project (SBLP). The pilot schools in 3 from the 5 countries involved (Thailand, Philippines, and Indonesia) a year after the project conclusion. The methods used were the actual and unstructured interview for the students and focus group discussion for the teachers involved. Sustainability science framework and the outputs-outcomes continuum were used as tools to measure the engagement level of the students and teachers in the SBLP. The results suggest that there was significant relevance when the teachers understood better which enable them to provide more re-orientation between the normal science in a traditional classroom and post-normal science in the current environment.

Alchemy and Contemporary Spagyric Medicine: A Historical, Medical and Socio-scientific Approach

Spagyric medicine is an alternative approach to modern medicine that is, at least on a theoretical–historical perspective, based on the ancient study of alchemy. Because of its roots in classical and mediaeval views of the world, spagyric medicine can be referred to as a genuine part of ‘traditional occidental medicine’. To understand and determine the underlying principles of contemporary spagyric medicine it is indispensable to retrace these historical views that consisted of analogies, symbolism and holistic beliefs. They are embodied today by fifteen (pharmaceutical) companies in Germany, Switzerland and Austria. This dissertation combines research in the fields of Botany, the History of Pharmaceutics, Medicine and Sociology.

Aspectos do conhecimento pedagógico do conteúdo de química verde em professores universitários de química

This paper aims to document the pedagogical content knowledge (PCK) about Green Chemistry (GC) in professors from the Institute of Chemistry of the University of Sao Paulo, experts from traditional fields of chemistry and working in different undergraduate degrees - BS in Chemistry Environmental Chemistry Chemistry Teachers Education and Industrial Chemistry Data were based on a questionnaire of 44 items answered by 26 teachers. Analyzes of responses were individual and collective within the areas of expertise. In Grossman’s model conceptions of purposes for teaching green chemistry were related to three models for teaching GC described in recent literature - traditional, contextualized and socio-scientific. Results revealed a significant dependence between teachers’ content knowledge and PCK in terms of consistency between the purposes and strategies for teaching GC, understanding the difficulties of students and curriculum knowledge. Teachers from Organic Chemistry area, which has a closer relationship with the contents of GC, show a preference for a socio-scientific approach and show greater alignment and consistency between the different PCK components as compared with teachers from other areas of chemistry.

Budoucnost hospodářských dějin na českých vysokých školách

The article deals with the question of the present position of economic history as a theoretical framework of scientific specialization and university study branch in the Czech Republic. It focuses on the Central European tradition and analyzes reasons for the connection between economic and social history. It concentrates on the question whether economic history can exist as an autonomous discipline, on which theoretical basis economic history could be built, and from where to derive methodological inspiration. The authors claim that currently the social historians do not consider the connection with economic history as pivotal. They regard the position of economic history as inferior and according to them the dominant role of social history prevents them from dynamic methodological development. They believe that possible alternatives of the future development of economic and social history lie in three potential solutions: a) continuation of the current defensive concept of economic and social history; b) separation of economic and social history and their autonomous shaping; c) concept of offensive integrating socio-scientific approach.

Analyse des arguments de jeunes élèves tunisiens de la fin du secondaire autour d'un débat socio-éthique en génie génétique

Based upon a socio-scientific approach to genetic engineering, this paper looks at the social dilemmas and socio-ethical questions associated with its use in today’s society. With a view to improving a pupil’s ability to analyse his/ her own arguments and consolidate his/ her argumentative position, a socio-ethical question was inserted during a debate centred round the fictive subject of pre-natal testing for drepanocytosis in Tunisia. For a better understanding of the mental work behind the pupils’ words, their arguments were analysed using Grize’s theory of logico-discursive operations. The results showed how important the oral aspect of exchanging arguments was in both knowledge building and activation in learners. Following the debate a majority of pupils were willing to accept testing but remained firmly against abortion citing principally religious, social and ethical reasons.

Development and Testing of a Learning Package for College Botany using Local Geography

This study was an attempt to examine the potential of local geography to teach botany as a socioscience. This was done initially through the development of a geographic learning package (GLP) for plant taxonomy and ecology as the medium for socioscientific teaching and second, in the testing for the significant effect of a socioscientific approach of teaching botany using GLP (SATGLP) to second year college students' learning performance and attitudes. Printed and non-printed documents of Davao Oriental geography, instructor-assembled standardized test questions for student learning performance and attitude scale for student attitudes, and expert judgment, classroom try-out of student responses for the validity and reliability of the learning package were used as instruments in the study. The 42 students in both control and experimental classes were found comparable in age, existing knowledge and acquired attitudes in science. One biology instructor taught both classes in the third quarter of the second semester, November – March 1999. Mean judgment ratings on the validity of the development of GLP indicated that it was more than satisfactory. It was able to use three main geographic elements: the physical features, natural resources and the socio-cultural characteristics of Davao Oriental for motivating, problem situation, and in contextualizing exercises and examples. On the other hand, t-test means showed that SATGLP is significantly different from the control only in the mean gain scores of the learning performance of students. The attitudes were significantly different only in the pretest scores of students.

Dékor of konteks? - Die verdiskontering van sosio-historiese gegewens in interpretasie van 'n Nuwe Testament-teks vir die prediking en pastoraat, geillustreer aan die hand van die 1 Petrus-brief

Decor or context? The utilisation of socio-historic data in the interpretation of a New Testament text for the preaching and pastorate, illustrated with First Peter The article proposes, from a reformed perspective, a method for the valid utilisation of the socio-historic data of a New Testament book in the process of interpretation. Firstly a synoptic indication of the difference between a "background" and a "context" approach is given, as well as of a socio-historic and the socio-scientific approach, and of an emic and an etic approach, in each case motivating the choice for a specific approach. The sources for the determination of the sociohistoric context of the New Testament are indicated, and the preference for literary sources motivated. The theological perspective from which the utilisation is done, is defined, specifically the relation between the Bible text and other sources, in the light of Articles 2-7 of the Belgic Confession. The preferred view of text and society is given, as well as the reasons for the preference in each case. All of this is done, using First Peter as illustration.

The Work Student: A Socio-Economic Phenomenon of Early Weimar Germany

After its proclamation in November 1918, the Weimar Republic was hailed by liberals far and wide as the cradle for a model democracy, a paragon for Germany and the world. Today historians and political scientists know that what had looked like a cradle in 1918, turned out to be a coffin at least by 1932. In their obituaries, most sympathetic critics have tended in the past to account for the death of Weimar democracy in terms of purely political handicaps, as exemplified by regional factionalism, an unwieldy party pluralism, an overly potent executive, etc. And yet, as far back as the twenties some shrewd analysts of the Weimar Republic were able to arrive at the notion that the failure of its democracy was at least equally determined by non-political, to be specific social, irregularities inherent in its very system. In no other instance does a socio-scientific approach to the problem seem more appropriate than in an attempt to examine the cohesion of the German social fabric in the 1920s, measured against the social promises held out by Hugo Preuss's brilliant constitution of early 1919. For then it might be discovered that the experiment of Weimar failed, to a large extent, because of the inability of all segments of society to forcibly overcome the inherited traditions, practices and taboos of the Wilhelmian past which had divided the nation into roughly the privileged few, the great stagnant masses who neither profited nor suffered from the peculiarities of the existing social order, and the have-nots. As the old structures were extended into the allegedly 'new' era of Weimar democracy, the gap between social promise and social reality became unbridgeable. This was all the more so since (a) it was generally overlooked by politicians, preachers and professors alike that behind the facade of relative political stability or economic

The Shadow Consultant

To the author the term shadow consultant denotes a consultant who, at the request of a colleague and by means of a series of mutual discussions in which he uses a socio-scientific approach, helps evaluate and, if necessary, change the diagnosis, tactics, or role adopted in a certain assignment. The reciprocal responsibilities of shadow consultant and consultant and the possible pitfalls encountered by each role occupant in relation to the client are covered in this essay by a practicing professional often called upon in the "shadow" mode. Whether help to a fellow professional is more effectively given informally or on a contract basis and whether the client should be told are other issues raised in this article and the Comments that follow.