Socio-scientific Issues Approach Research Articles

Development of Learning Tools Based on the Culturally Responsive Transformative Teaching Model with a Socio-Scientific Issues Approach: Evaluation of Validity and Practicality

The importance of conducting this research is based on observations indicating that the implementation of the Kurikulum Merdeka on the theme of local wisdom has been limited to Sabtu Budaya (Cultural Saturday) activities, without further integration into the learning process, particularly in the development of learning tools. This research aims to develop a learning tool based on the CRTT model with a SSI approach that is both valid and practical. The type of research employed is Research and Development (R&D), with a 4D development design limited to the define, design, and develop stages. The development stage is restricted to validation and practicality testing. Data collection techniques included expert validation sheets, student and teacher response questionnaires, and observation sheets for the implementation of learning activities. Data analysis techniques used Aiken's V validity index, Percentage of Agreement, and percentage method. The results of the content and construct validity tests indicate that the learning tool based on the CRTT model with the SSI approach is classified as highly valid, with the assessment agreement among validators being reliable. The results of the practicality test show that student responses had an average of 89.02%, categorized as practical, teacher responses were 92.81%, categorized as practical, and the implementation of learning activities reached 85.71%. These results indicate that the learning tool based on the CRTT model with the SSI approach is both valid and practical for use in the learning process.

KESAN PENDEKATAN ISU SOSIOSAINTIFIK DAN PEMIKIRAN REKA BENTUK DALAM STEM TERHADAP PEMIKIRAN KREATIF KEUSAHAWANAN MURID SEKOLAH MENENGAH

The Socioscientific Issues Approach (SIA) engages students to study and connect science, daily life and society in the community. While Design Thinking (DT) encourages students to understand the needs of the local community regarding real-life problems, and then apply the knowledge to generate ideas for solutions. The integration of PIS and PRB in STEM teaching and learning is rarely documented in the literature. Thus, this research aimed to examine the effects of integrating SIA an DT approaches in STEM education on entrepreneurial creative thinking among rural secondary school students. A comprehensive instructional module was meticulously designed to facilitate teachers in implementing the SIA-DT framework, aimed at augmenting entrepreneurial creative thinking skills among Form Four students. A quasi-experimental quantitative study was conducted on 267 Form Four students enrolled in rural secondary schools in Tawau, Sabah. These students were randomly assigned to three groups: i) Socioscientific Issue and Design Thinking Integration (SSA-DT, n=89), ii) Design Thinking Approach (DT, n=90), and iii) Traditional Approach (TRD, n=88). The Entrepreneurial Creative Thinking Test (ECTT) instrument was developed and applied to measure pre- and post-intervention levels of entrepreneurial creative thinking. Rigorous statistical analyses employing MANCOVA, ANCOVA, and Effect Size techniques were conducted. MANCOVA results revealed statistically significant effects across all instructional groups, indicating the effects of the interventions in fostering entrepreneurial creative thinking. Furthermore, ANCOVA analysis results indicated that the SSA-DT method significantly fosters entrepreneurial creative thinking, investigation constructs, new ideas, design, creation, and commercialization compared to the DT and TRD methods. These findings support the view that the SSA-DT module has a positive impact on cultivating entrepreneurial creative thinking among students.

PERAN PENDEKATAN SOCIO-SCIENTIFIC ISSUE (SSI) DALAM MENINGKATKAN SCIENTIFIC LITERACY PADA PEMBELAJARAN KIMIA

Abstract 21st century education requires a person to have the skills to connect knowledge with science literacy skills. One of the efforts to achieve this is through the socio-scientific issues (SSI) approach. Learning that contributes to SSI teaches students to be able to analyze problems, assess the credibility of information sources used, and formulate appropriate solutions, including in chemistry learning. In this study, a literature review was conducted on the role of the SSI approach in improving scientific literacy in chemistry learning. The results showed an increase in scientific literacy in chemistry learning when SSI-based learning was applied. Increased scientific literacy skills help students solve problems in the surrounding environment based on SSI. These findings are expected to contribute to the improvement of the application of learning models based on the SSI approach in chemistry learning, especially to improve students' scientific literacy

Socioscientific Issues Approach on Entrepreneurial Science Thinking among Fifth Graders: Socioscientific Issues Approach on Entrepreneurial Science Thinking

This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders. A quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The Entrepreneurial Science Thinking Test Instrument (ESTT) was developed to measure the level of entrepreneurial science thinking. Data analysis was performed using MANCOVA, ANCOVA, and Effect Size. The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders.

KESAN PENDEKATAN ISU SOSIOSAINTIFIK BERBANTUKAN PETA PEMIKIRAN RODA TERHADAP PEMIKIRAN SAINS KEUSAHAWANAN DALAM KALANGAN MURID TAHUN LIMA

This study was conducted to examine the impact of the socioscientific issue approach with the help of a thinking wheel map (SI-TM) on entrepreneurial science thinking and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning module was developed as a guide for teachers in implementing the SI-TM method in improving entrepreneurial science thinking among Year Five students. A quasi-experimental quantitative study was conducted on 345 Year Five students in an urban primary school in Tawau, Sabah. A total of three groups were divided randomly, namely i) Socioscientific Issues Approach with the help of Thinking Wheel Map (SI-TM, n=115), ii) Socioscientific Issues Approach (SI, n=115) and iii) Conventional Method (CONV, n=115). The Entrepreneurial Science Thinking Test Instrument (EST) was developed to measure the level of entrepreneurial science thinking. Data analysis was performed using MANCOVA, ANCOVA, and Effect Size. The results of the MANCOVA analysis show that there is a significant effect across the three groups of teaching and learning methods for entrepreneurial science thinking. Meanwhile, the results of the ANCOVA analysis have shown that there is a significant effect of the SI-TM method compared to the SI and CONV methods on entrepreneurial science thinking, the construct of Observation, New Ideas, Innovation, Creativity, and Value. The SI-TM method showed a higher mean posttest score compared to the SI method, then the mean SI posttest score was significantly higher than the CONV method in all constructs studied except the Observation construct. The findings of this study prove that the SI-TM module has a positive impact on the cultivation of entrepreneurial science thinking among Year Five students.

Using a Socioscientific Issues Approach in an Undergraduate Environmental Science Course

Using a Socioscientific Issues Approach in an Undergraduate Environmental Science Course

Application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning to improve written argumentation skills

The purpose of this study was to find out that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools could affect the improvement of students’ written argumentation skills. To find out differences in junior high school students’ written argumentation abilities, the results of the treatment between learning using the Socio-Scientific Issues (SSI) approach and the conventional approach in learning the Solar System were compared. This research is a quantitative research with the type of quasi experimental research. This research was conducted in one of the junior high schools with the research sample chosen non-randomly. The instrument used is in the form of argumentative ability test questions which consist of six essay questions with argumentation indicators namely Claim, Evidence, and Reasoning. Based on the results of the analysis, it shows that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools can affect the improvement of students’ written argumentation skills. In addition, there were also differences in the ability to write arguments after being given treatment between students who applied the SSI and students who applied the conventional approach. Thus, the application of the SSI approach is quite effective in training junior high school students’ written argumentation skills.

Application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning to improve written argumentation skills

The purpose of this study was to find out that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools could affect the improvement of students’ written argumentation skills. To find out differences in junior high school students’ written argumentation abilities, the results of the treatment between learning using the Socio-Scientific Issues (SSI) approach and the conventional approach in learning the Solar System were compared. This research is a quantitative research with the type of quasi experimental research. This research was conducted in one of the junior high schools with the research sample chosen non-randomly. The instrument used is in the form of argumentative ability test questions which consist of six essay questions with argumentation indicators namely Claim, Evidence, and Reasoning. Based on the results of the analysis, it shows that the application of the Socio-Scientific Issues (SSI) learning approach to the Solar System learning in junior high schools can affect the improvement of students’ written argumentation skills. In addition, there were also differences in the ability to write arguments after being given treatment between students who applied the SSI and students who applied the conventional approach. Thus, the application of the SSI approach is quite effective in training junior high school students’ written argumentation skills.

A socioscientific issues approach to ninth-graders' understanding of COVID-19 on health, wealth, and educational attainments.

This study investigated the implementation of a curricular unit of instruction designed to immerse rising ninth-grade students socioscientific issues via data collection and analysis of the relationships between health, wealth, educational attainment, and the impact of the COVID-19 Pandemic on their communities. Twenty-six (n = 26) rising ninth-grade students (14-15 years old; 16 girls, 10 boys) participated in an early college high school program operated by the College Planning Center at a state university in the northeastern United States. The findings of this study demonstrate how ninth-graders enhanced their understanding of the relationships between COVID-19 and community health, wealth, and educational attainments. The students also identified from their research data that communities in Massachusetts that are more educated and with more financial resources were less impacted less by the virus.

THE EFFECTS OF SOCIOSCIENTIFIC ISSUES APPROACH WITH THINKING WHEEL MAPS ON ENTREPRENEURIAL SCIENCE THINKING AMONG FIFTH GRADERS

This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders. Quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders. Keywords: entrepreneurial science thinking, fifth graders, socioscientific issues approach, thinking wheel map,

Development of socioscientific issues-based e-module on environmental change topic

This research background was the limitation of online learning resource and lack of e-module in learning process especially in using socioscientific issues approach. Moreover, the teaching material was less attractive and comprehensive that causes lack of students learning interest. This study aimed to produce e-module based on socioscientific issues in environmental change topic for senior high school students grade X. The research was conducted in SMAN 1 Padang Ganting in even semester 2021-2022. 4D (define, design, development and diseminate) model used to develop the e-module. This research result was the e-module produced have 83% in validity and categorized as very valid, 88% in practicality based on teacher’s questionnaire and 84% based on student’s questionnaire which categorized very practical. This suggets that e-module developed meet all aspects of a research development and in accordance with the characteristics of a teaching materials. It can be concluded that the socioscientific issues-based e-module developed was valid and practice for biology learning in senior high school.

EFFECTIVENESS OF SCIENCE TEXTBOOKS BASED ON SOCIO-SCIENTIFIC ISSUES IN GLOBAL WARMING MATERIALS TO IMPROVE LEARNING OUTCOMES

Efforts to overcome the impact of global warming are integrating science learning with socio-scientific issues approach. Integration that can be done is by developing a textbook based on socio-scientific issues on global warming material. This may be because the existing books do not highlight the current issue of global warming. This study aims to determine the effectiveness of textbooks based on socio-scientific issues to improve student learning outcomes. The research sample used was 32 students from 7th gradeIslamic Junior High School. This research used a one group pretest-posttest design which the final result was an n-gain value. The results of the n-gain analysis will represent the effectiveness of science textbooks based on Socio-Scientific issues in global warming material to improve student learning outcomes.

The Development of Entrepreneurial Thinking in STEM Education: A Teaching and Learning Module for Elementary Students

The development of modules in cultivating entrepreneurial thinking (ET) in Science, Technology, Engineering, and Mathematics (STEM) education at the elementary school level is still limited. Thus, this research was conducted to establish the feasibility of the teaching and learning (TL) module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM). A case study was conducted among 30 fifth graders in the first phase of the module evaluation. Data was collected via respondents’ feedback in the 5-point Likert scale questionnaire and focused groups interviews. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM TL Module. Students opined that the SIA-TM TL module assisted them in developing new ideas and a responsible attitude towards their community. The second phase was evaluation through the quasi-experimental research design with the pre-test- post-test control group design. A total of 60 fifth graders were gathered into two intervention groups which were the SIA-TM group (n=30) and the control group (n=30). The results of the t-test prove a significantly positive effect of the SIA-TM TL Module on the five constructs of ET. Therefore, these findings establish that the SIA-TM TL module is feasible in promoting fifth graders’ ET in STEM education.

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

AN ENTREPRENEURIAL SCIENCE THINKING MODULE BASED ON THE SOCIOSCIENTIFIC ISSUES APPROACH WITH THINKING WHEEL MAP FOR PRIMARY SCHOOL STUDENTS IN STEM EDUCATION

The design and development of modules in cultivating entrepreneurial science thinking (EST) in STEM education at the primary school level is still limited. Thus, this research was conducted to i) establish the validity, reliability and feasibility of the module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM), and ii) evaluate its effects on the EST among fifth graders in STEM education. Data were collected via respondents’ feedback in the 5-point Likert scale questionnaire and an EST test. The first phase of the module evaluation was conducted by five expert evaluators and among 30 fifth graders. The second phase was evaluation through the quasi-experimental research design with the pre-test post-test control group design. A total of 60 fifth graders were gathered into two groups which were the SIA-TM group (n=30) and control group (n=30). The results of the SIA-TM module evaluation shows that the validity value was good, and the alpha Cronbach reliability was between .74 and .89 with the overall value of .92. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM Module. Feedback from the students showed the module’s feasibility and acceptance by students. The results of the t-test prove a significantly positive effect on the five constructs in EST. Therefore, these results establish that the SIA-TM teaching and learning module is valid, reliable, feasible and effective in increasing fifth graders’ EST in STEM education. Keywords: entrepreneurial science thinking, socioscientific issues approach, STEM education, thinking wheel map

A Model Proposal to Address Relationships Between Epistemic Practices and Socioscientific Issues in Science Education

In this paper, we present a model that relates epistemic practices and socio-scientific issues (SSI) in science education. In order to develop it, we establish interweavings between norms, practices, epistemic objectives, epistemic cognition, informal reasoning, epistemic practices and justified positioning. We suggest that epistemic cognition is the link between reasoning and epistemic practices. We present three epistemic goals that should guide work with epistemic practices when solving a SSI: recognising and using multiple lines of reasoning when solving the SSI, construction and evaluation of holistic arguments aiming to understand the multiple dimensions of the SSI and the development of sceptical investigations to resolve the SSI. The stated objectives contribute to the critical assessment and resolution of the SSI. We believe that for the construction of social norms in teaching environments with SSI, it should be considered that these questions do not require a “single” answer and, therefore, a space for reflection, awareness and justification of the different perspectives on the question must be allowed. The relationships established in this article contribute to research that aims to develop and analyse epistemic practices “in situ” in teaching contexts with SSI. In addition, they have the potential to provide support to teachers who wish to favour the occurrence of epistemic practices in a SSI approach.

METODOLOGIA PARTICIPATIVA NA ABORDAGEM DE QUESTÕES SOCIOCIENTÍFICAS: CONSIDERAÇÕES ACERCA DO DIÁLOGO

As características das questões sociocientíficas (QSC) exigem que a metodologia de ensino e aprendizagem empregada para seu desenvolvimento permita expressar e tornar concretos seus objetivos educacionais, bem como favorecer o protagonismo dos sujeitos participantes do processo educacional; assim sendo, há uma aproximação às metodologias de ensino e aprendizagem participativas, problematizadoras e colaborativas, aqui chamadas de metodologias participativas (MP). A partir dos pressupostos teóricos de QSC e MP, percebe-se que o elemento que os aproxima é o diálogo. Assim posto, na intenção de contribuir com essa discussão e na certeza de que ainda são um desafio a análise e a propositura de modelos metodológicos e técnicas adequadas para o desenvolvimento de análise de QSC nas ações educacionais, tem-se como objetivo apresentar uma metodologia matricial, tida como uma MP, a qual foi elaborada e utilizada na abordagem de QSC em um processo de formação docente, destacando o diálogo como elemento de aproximação entre QSC e MP. Para isso, elucidam-se três objetivos educacionais favorecidos pelo diálogo: a transposição da consciência ingênua para a consciência crítica, a concretização da interdisciplinaridade e a promoção da aprendizagem de conhecimentos científicos.

Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning

ABSTRACT Secondary science teachers participated in a socio-scientific issues (SSI) professional development (PD) during which they co-designed SSI curriculum units. In this qualitative multiple case study, we followed a sub-set of eight teachers who enacted their SSI units in their classrooms and agreed to participate in the study. Clarke and Hollingsworth’s Interconnected Model of Professional Growth served as a theoretical framework. Primary data sources include one interview at the end of the PD, and a post-enactment interview. Field notes of the PD and the SSI curriculum units were secondary data sources. Data analysis resulted in the identification of three teacher profiles: Embracers, Dismissers, and Explorers. In teaching their SSI units, the Embracers foregrounded the SSI, maintained a focus on their SSI throughout the unit, made modifications to increase relevancy during the unit, and included an SSI culminating activity. The Dismissers equated the SSI approach to using a current topic to introduce a unit and gave little or no attention to the social dimensions. The Explorers used the SSI to introduce their units, valued and included limited social dimensions of the issue, but did not enact a SSI culminating activity. For each of the profiles, we elaborate their teaching beliefs, learning in the PD, and perceived salient outcomes of their SSI curriculum enactment. PD implications include explicit attention to teacher beliefs, working with groups of teachers from the same school, and the need to develop an array of instructional and assessment tools to support SSI teaching.

A abordagem de questões sociocientíficas nos trabalhos destaque do Salão UFRGS Jovem

Resumo: O presente trabalho tem por objetivo analisar a presença de Questões Sociocientíficas (QSC) nos resumos dos trabalhos que foram destaque no Salão UFRGS Jovem de 2019, na área de Ciências da Natureza e suas Tecnologias (CNT). O evento é realizado anualmente na Universidade Federal do Rio Grande do Sul e organizado pela Pró-Reitoria de Pesquisa, tendo como público os alunos da Educação Básica e da Educação Profissional Técnica de Nível Médio. A pesquisa, de caráter qualitativo, partiu de um estudo exploratório dos 97 resumos destaque. Destes, os 49 da área de CNT foram analisados, originando categorias (BARDIN, 2009) referentes aos temas abordados. Autores como Pérez (2012), Conrado e Nunes-Neto (2018), Galvão e Reis (2008) e Santos e Mortimer (2000) embasaram este trabalho diante da abordagem de CTS (Ciência, Tecnologia e Sociedade) e das QSC. Entre os resumos analisados, 86% apresentaram a abordagem sobre QSC. O tema Saúde foi o mais abordado, com 14 resumos; seguido do tema Poluição Ambiental (13 resumos); Saúde Mental (6 resumos); os temas Agrotóxicos e Consumo Consciente (4 resumos cada); e Tecnologia no Campo (1 resumo). Assim, esses temas, presentes no cotidiano e na mídia, estão sendo trabalhados na Educação Básica por meio da investigação científica e compartilhados em evento científico, o que contribui para a formação do aluno e a construção do conhecimento.
 Palavras-chave: Pesquisa em Sala de Aula. Evento Científico. Questões Sociocientíficas.

Chemistry-based socio-scientific issues (SSis) as a learning context: an exploration study of biofuels

This study aimed to explore chemical content in socio-scientific issues (SSIs) of biofuels as a context in chemistry learning. Based on the purpose, an exploratory research design was used in this study. The selection of issues based on five criteria that include (1) authenticity, (2) relevance, (3) results that have not been determined by social consensus, (4) topics that allow open discussion, and (5) issues related to the chemistry concept. In this qualitative method, content analysis data with the coding technique was done to classify themes in chemical content related to biofuels as social-scientific issues. This research showed that energy sources from biofuels become as examples of potential socio-scientific issues in chemistry learning. This issue is addressed by the nine chemical concepts contained in the senior high school curriculum. Finally, for the future, as a context, this potential issue can be used as a driving factor in chemistry learning with the socio-scientific issues approach.