Socioscientific Issues Focused Teacher Education : Place-Based Practices from Türkiye

• Autore: Namdar Bahadir
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (244 pages)
• Altri autori: KarahanEngin
• Nota di contenuto: Intro -- Preface -- Introduction -- About This Book -- References -- Contents -- Editors and Contributors -- About the Editors -- About the Contributors -- Contributors -- Chapter 1: Place-Based Socioscientific Issues -- 1.1 Origins -- 1.2 Place-Based Education -- 1.3 Sense of Place -- 1.4 Socioscientific Issues -- 1.5 Place-Based Socioscientific Issues -- References -- Chapter 2: Developing Preservice Science Teachers' Sense of Place Through Place-Based Socioscientific Issues Instruction -- 2.1 Sense of Place -- 2.2 Socioscientific Issue Context: Dogankent Hydroelectric Power Plant in Giresun -- 2.3 Implementation Procedure -- 2.3.1 Focus and Research Questions -- 2.3.2 Study Context and Participants -- 2.3.3 Details of the Teaching and Learning Processes -- 2.3.3.1 Warm-Up Weeks -- 2.3.3.2 Data Collection (Pre-test) -- 2.3.3.3 Socioscientific Issues and Sense of Place Weeks -- 2.3.3.4 Pre-field Trip Weeks -- 2.3.3.5 Field Trip Week -- 2.3.3.6 Post-field Trip Weeks -- 2.3.3.7 Data Collection (Post-test) -- 2.4 Outcomes -- 2.4.1 Preservice Science Teachers' Sense of Place After the Implementation -- 2.4.2 Preservice Science Teachers' Incorporation of Sense of Place Dimensions After the Implementation -- 2.5 Transfer to the Global Context -- 2.6 Conclusion -- References -- Chapter 3: Preservice Science Teachers' Socioscientific Orientations Through Placed-Based Socioscientific Issues Teaching: Air Pollution in Ankara -- 3.1 Introduction -- 3.1.1 Socioscientific Orientation as a Mean of Documenting Changes -- 3.2 Implementation -- 3.2.1 Data Sources -- 3.2.2 Outcomes -- 3.3 Transferring Air Pollution SSI to the Global Concept in Science Education -- 3.4 Conclusion and Implications -- References -- Chapter 4: Developing Argumentation Skills in Place-Based SSIs: Construction of a Nuclear Power Plant in Sinop -- 4.1 Introduction -- 4.2 Implementation. ; 4.2.1 SSI Context: Construction of a Nuclear Power Plant in Sinop -- 4.2.2 Implementation Procedure -- 4.2.3 Outcomes -- 4.3 Transfer to the Global Context -- 4.4 Conclusion -- References -- Chapter 5: Preservice Primary School Teachers' Experience of Place-Based Education: Porsuk River -- 5.1 Introduction -- 5.2 SSI Context: Pollution in Porsuk River -- 5.3 Implementation Procedure -- 5.4 Outcomes -- 5.4.1 Sources of Pollution -- 5.4.2 Suggestions for Solutions -- 5.4.3 Project Designs -- 5.4.4 Awareness -- 5.5 Transfer to the Global Context -- 5.6 Conclusion -- References -- Chapter 6: Preservice Teachers' Enactment of Character and Values Through a Place-Based Drama Activity -- 6.1 Introduction -- 6.1.1 Character and Values for Twenty-First-Century Citizenry -- 6.1.2 Drama in Socioscientific Issue-Based Education -- 6.1.3 Place-Based SSI and "Character and Values" -- 6.1.4 Drama, Character and Values, & -- Place-Based Education -- 6.2 Implementation -- 6.2.1 Context -- 6.2.2 Participants -- 6.2.3 Procedures -- 6.2.4 Data Collection and Analysis -- 6.2.5 Findings -- 6.3 Transfer to the Global Context -- 6.4 Conclusion -- References -- Chapter 7: Developing Preservice Science Teachers' Conceptual Understanding Through Place-Based SSI Instruction: Population Growth in Istanbul -- 7.1 Introduction -- 7.1.1 Conceptual Understanding in the Context of a Place-Based Socioscientific Issue -- 7.1.2 Conceptual Understanding in the Context of Preservice Science Teacher Education -- 7.2 SSI Context: Population Growth as a Socioscientific Issue: The Case of Istanbul -- 7.3 Implementation Procedure -- 7.3.1 Research Design -- 7.3.2 Outcomes -- 7.4 Transfer to the Global Context -- 7.5 Conclusion -- References. ; Chapter 8: Enhancing Preservice Teachers' Understanding and Application of Place-Based Socioscientific Issues: A Focus on Renewable Energy and Perspective-Taking -- 8.1 Introduction -- 8.1.1 Perspective Taking -- 8.1.2 Perspective-Taking for Place-Based SSI -- 8.1.3 Preservice Teacher Education in the Context of SSI-Based Teaching and Learning -- 8.2 SSI Context: Energy Demand in Muğla -- 8.3 Implementation -- 8.4 Outcomes -- 8.5 Transfer to the Global Context -- 8.6 Conclusion -- References -- Chapter 9: Enhancing Preservice Teachers' Understanding of the Nature of Science through Place-Based Socioscientific Issue Instruction: The Sea-Filled Airport Case -- 9.1 Introduction -- 9.1.1 Place-Based Socioscientific Issues in Promoting Preservice Teachers' Nature of Science Understanding -- 9.2 Sea-Filled Airports as Socioscientific Issues -- 9.3 Place-Based SSI Context: Rize-Artvin Airport -- 9.4 Implementation -- 9.4.1 Data Analysis -- 9.5 Outcomes -- 9.5.1 Preservice Teachers' NOS Conceptions Before and After the Implementation -- 9.6 Transfer to the Global Context -- 9.7 Conclusion -- References -- Chapter 10: Exploring Preservice Science Teachers' Emotive Reasoning through Place-Based SSI Instruction: The Case of Gold Mining -- 10.1 Introduction -- 10.1.1 Emotive Reasoning in the Context of Place-based SSI -- 10.1.2 Emotive Reasoning in the Context of Preservice Teacher Education -- 10.2 SSI Context: Gold Mining in Usak City -- 10.3 Implementation Procedure -- 10.3.1 Pre-Departure Instruction -- 10.3.2 Field Experience Instruction -- 10.3.3 Post-Field Instruction -- 10.4 Outcomes -- 10.4.1 Socioscientific and Environmental Engagement Survey (SEEDS) -- 10.4.2 Data Analysis -- 10.4.3 Participants -- 10.4.4 Findings -- 10.4.4.1 Apathy -- 10.4.4.2 Passive Care -- 10.4.4.3 Moderated Concern -- 10.4.4.3.1 Value Judgment -- 10.4.4.3.2 Helplessness. ; 10.4.4.3.3 Diffusion of Responsibility -- 10.4.4.4 Types of Empathetic Dissonance -- 10.4.4.4.1 Compassion -- 10.4.4.4.2 Guilt -- 10.4.4.4.3 Anger -- 10.4.4.4.4 Righteous Indignation -- 10.4.5 Summary of Chapter Outcomes -- 10.5 Transfer to the Global Context -- 10.6 Conclusion -- References -- Chapter 11: Codesign of Technology-Enriched Place-Based SSI Lesson Plans -- 11.1 Introduction -- 11.1.1 Technology Integration in Teaching SSI -- 11.1.2 Importance of Preservice Teacher Education -- 11.1.3 The Purpose of the Study -- 11.2 Implementation -- 11.2.1 Participants -- 11.2.2 Professional Development Program for Preservice Teachers -- 11.2.3 Selected Topics and SSI Contexts: Biodiversity and Water Pollution -- 11.2.4 Lesson Plans and Interviews -- 11.3 Outcomes -- 11.3.1 Co-designed Technology-Enriched Place-Based SSI Lesson Plans -- 11.3.1.1 Case 1: The Case of Halil the Farmer on Organic Farming -- 11.3.1.2 Case 2: The Case of Water Pollution -- 11.3.2 Digital and Web 2.0 Tools Used in the Lesson Plans -- 11.4 Transfer to the Global Context -- 11.5 Conclusion -- References -- Chapter 12: Preservice Teacher Education for Place-Based Socioscientific Issues -- 12.1 Place-Based Education and Pedagogical Content Knowledge (PCK) -- 12.1.1 Pedagogical Content Knowledge -- 12.2 Pedagogical Content Knowledge and Socioscientific Issues -- 12.2.1 Pedagogical Content Knowledge for SSI -- 12.3 Pedagogical Content Knowledge for Place-Based SSI -- 12.4 Pre-service Teacher Education for Place-Based SSI -- References -- Chapter 13: New Directions for Place-Based Socioscientific Issue Instruction and Research -- References.
• Titolo autorizzato: Socioscientific Issues Focused Teacher Education
• ISBN: 3-031-55233-4
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910847074503321
• Lo trovi qui: Univ. Federico II
• Serie: Contemporary Trends and Issues in Science Education Series