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Learning to design biology lessons based on socioscientific inquiry based learning (SSIBL)

Learning to design biology lessons based on socioscientific inquiry based learning (SSIBL)
Learning to design biology lessons based on socioscientific inquiry based learning (SSIBL)
In recent times there has been increased interest in how issues surrounding science for and with society are conceptualised, presented and discussed in science classrooms in a way that promotes responsible and active citizenship. One approach to enabling this way of teaching science is through socio-scientific inquiry-based learning (SSIBL). To promote the teaching of science using SSIBL, teachers need to have the appropriate
teaching repertoire. Our aim was to explore how secondary science pre-service teachers conceptualise SSIBL through the way in which they operationalize it in their lesson plan designs and classroom materials. Participants included 424 pre-service science teachers in two UK and one Swedish Higher Education Institutions, across three academic years. Data collected include the lesson plans and materials designed to teach science using SSIBL (117 in total). A theory-driven approach was used for the analysis of the lesson designs. Most PSTs planned SSIBL lessons using biology topics, suggesting that biology topics provide particular affordances for developing competence and confidence in teaching using a SSIBL approach, which could then be applied in the teaching of other science disciplines. Our findings also revealed a tension between a willingness to engage students in dialogic learning environments while at the same time designing more structured inquiries for students to enage in. Finally, emphasis was placed on subject matter first, and the use of SSIBL contexts as end-of-unit lessons,rather than as contexts for teaching Biology subject matter. Implications for teacher education are discussed.
66
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Amos, Ruth
d971b29d-7c7e-4764-b2ef-9ae9aa35c662
Ottander, Christina
f5071a30-4e5e-452a-94a6-1b24adbe2b11
Ottander, Katarina
40501e50-e374-48ec-b58a-d3f80e052280
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Amos, Ruth
d971b29d-7c7e-4764-b2ef-9ae9aa35c662
Ottander, Christina
f5071a30-4e5e-452a-94a6-1b24adbe2b11
Ottander, Katarina
40501e50-e374-48ec-b58a-d3f80e052280

Christodoulou, Andri, Amos, Ruth, Ottander, Christina and Ottander, Katarina (2018) Learning to design biology lessons based on socioscientific inquiry based learning (SSIBL). European Researchers in Didactics of Biology, , Zaragoza, Spain. 02 - 06 Jul 2018. p. 66 .

Record type: Conference or Workshop Item (Paper)

Abstract

In recent times there has been increased interest in how issues surrounding science for and with society are conceptualised, presented and discussed in science classrooms in a way that promotes responsible and active citizenship. One approach to enabling this way of teaching science is through socio-scientific inquiry-based learning (SSIBL). To promote the teaching of science using SSIBL, teachers need to have the appropriate
teaching repertoire. Our aim was to explore how secondary science pre-service teachers conceptualise SSIBL through the way in which they operationalize it in their lesson plan designs and classroom materials. Participants included 424 pre-service science teachers in two UK and one Swedish Higher Education Institutions, across three academic years. Data collected include the lesson plans and materials designed to teach science using SSIBL (117 in total). A theory-driven approach was used for the analysis of the lesson designs. Most PSTs planned SSIBL lessons using biology topics, suggesting that biology topics provide particular affordances for developing competence and confidence in teaching using a SSIBL approach, which could then be applied in the teaching of other science disciplines. Our findings also revealed a tension between a willingness to engage students in dialogic learning environments while at the same time designing more structured inquiries for students to enage in. Finally, emphasis was placed on subject matter first, and the use of SSIBL contexts as end-of-unit lessons,rather than as contexts for teaching Biology subject matter. Implications for teacher education are discussed.

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More information

Published date: July 2018
Venue - Dates: European Researchers in Didactics of Biology, , Zaragoza, Spain, 2018-07-02 - 2018-07-06

Identifiers

Local EPrints ID: 446519
URI: http://eprints.soton.ac.uk/id/eprint/446519
PURE UUID: e52c7175-ef55-4ca6-b6d7-4712bfae97da
ORCID for Andri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210

Catalogue record

Date deposited: 12 Feb 2021 17:30
Last modified: 17 Mar 2024 03:26

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Contributors

Author: Ruth Amos
Author: Christina Ottander
Author: Katarina Ottander

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