This edited volume reveals a reflective culmination of the Socioscientific Issues (SSI) framework that examines past, present, and future trends along with advances in the field of science education. It presents, for the first time, what the precursors and nascent features of the framework entailed and examines the underlying presuppositions that have guided this research program as it matured into present day conceptualizations and cutting-edge advances of the SSI framework along with implications for the future. More precisely, the volume examines what the impetus was for the factors preceding the framework, how it came to be formalized into a conceptual and theoretical framework, the philosophical, sociological, and psychological underpinnings of the framework, its role with respect to moral education in the context of science education, and what it means to pursue moral inquiry and epistemic insight in the practice of science teaching and learning through SSI. It offers global insights and perspectives of trends related to SSI from 40 scholars representing 16 nations.

Presents conceptual underpinnings of the Socioscientific Issues Framework Highlights current work developed in the science education field Offers contemporary trends and issues in SSI research and practice

Autorentext

Dr. Dana L. Zeidler is a Distinguished University Professor in Science Education and Department Chair at the University of South Florida, USA. He has developed an international research program centered on Socioscientific Issues taking a sociocultural approach to teaching and learning about how moral and ethical issues can be a means to foster the formation of epistemological sophistication and character in the pursuit of scientific literacy.

Inhalt

PART ONE: Personal Perspectives. Chapter 1: Daring to be Wise about Serendipity: Sapere Aude.- Chapter 2: Arrested Development.- Chapter 3: Prison, Morality, and Nascent Socioscientific Issues.- Chapter 4: The Construction of the Framework for Socioscientific Issues.- Chapter 5: Moral Inquiry in the Practice of Socioscientific Issues.- Part II. Global Perspectives. Chapter 6. Is There a Place for Socioscientific Issues in Australian Secondary School Science?.- Chapter7. Brazil.- Chapter 8. Canada.- Chapter9. Moral and Ethical Dimensions of Ocean Literacy and Sustainability.- Chapter10. Denmark.- Chapter11. Greece.- Chapter12. Hong Kong Secondary Science Teachers' Pedagogical Reasoning: Selecting Socioscientific (SSI) Issues for Designing Instructional Materials.- Chapter13. Lebanon.- Chapter 14. Approaches to SSI in Portugal: A Literature Review.- Chapter 15. SSI in formal education in Spain: a review of recent research and practice.- Chapter16. South Africa.- Chapter 17. South Korea.- Chapter 18. Science and Moral Inquiry as the Yin and Yang of SSI Education: Two Examples of SSI Research from Sweden.- Chapter 19. Taiwan.- Chapter 20. Turkey.- Chapter 21. United Kingdom.- Chapter 22. Next Generation Socioscientific Issues Education.