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International Journal of Science Education Volume 42, 2020 - Issue 8
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Articles

Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking

Li Kea School of Education, University of North Carolina, Chapel HillCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5152-630XView further author information
ORCID Icon,
Troy D. Sadlera School of Education, University of North Carolina, Chapel HillORCID Iconhttps://orcid.org/0000-0002-9401-0300View further author information
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Laura Zangorib Department of Learning, Teaching, and Curriculum, College of Education, University of Missouri, ColumbiaORCID Iconhttps://orcid.org/0000-0002-7512-5559View further author information
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Patricia J. Friedrichsenb Department of Learning, Teaching, and Curriculum, College of Education, University of Missouri, ColumbiaORCID Iconhttps://orcid.org/0000-0001-8777-2107View further author information
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Pages 1339-1361 | Received 17 Dec 2019, Accepted 20 Apr 2020, Published online: 07 May 2020

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Wanda Sass, Sven De Maeyer, Jelle Boeve-de Pauw & Peter Van Petegem. (2023) Effectiveness of education for sustainability: the importance of an action-oriented approach. Environmental Education Research 0:0, pages 1-20.
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Catherine Lammert, Ruchika Sharma & Brian Hand. (2023) Beyond pedagogy: the role of epistemic orientation and knowledge generation environments in early childhood science teaching. International Journal of Science Education 45:6, pages 431-450.
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Yu-Ren Lin. (2022) The influence of students’ position on argumentation learning through online and face-to-face environments. International Journal of Science Education 44:17, pages 2632-2657.
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Lynne M. Zummo & Sara J. Dozier. (2022) Using epistemic instructional activities to support secondary science teachers’ social construction of knowledge of anthropogenic climate change during a professional learning experience. Journal of Geoscience Education 70:4, pages 530-545.
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Shu-Chiu Liu. (2022) Examining undergraduate students’ systems thinking competency through a problem scenario in the context of climate change education. Environmental Education Research 0:0, pages 1-16.
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Seamus Delaney, Joseph Paul Ferguson & Madeleine Schultz. (2021) Exploring opportunities to incorporate systems thinking into secondary and tertiary chemistry education through practitioner perspectives. International Journal of Science Education 43:16, pages 2618-2639.
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Carola Garrecht, Michael J. Reiss & Ute Harms. (2021) ‘I wouldn’t want to be the animal in use nor the patient in need’ – the role of issue familiarity in students’ socioscientific argumentation. International Journal of Science Education 43:12, pages 2065-2086.
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Wen-Xin Zhang & Ying-Shao Hsu. (2021) The interplay of students’ regulation learning and their collective decision-making performance in a SSI context. International Journal of Science Education 43:11, pages 1746-1778.
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Articles from other publishers (21)

Rola Khishfe. (2022) Improving Students’ Conceptions of Nature of Science: A Review of the Literature. Science & Education 32:6, pages 1887-1931.
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Heesoo Ha, Wonyong Park & Jinwoong Song. (2022) Preservice Elementary Teachers’ Socioscientific Reasoning During a Decision-Making Activity in the Context of COVID-19. Science & Education 32:6, pages 1869-1886.
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Ruying Li & Gaofeng Li. (2023) EXPLORING LOWER-SECONDARY SCHOOL STUDENTS’ SYSTEMS THINKING PERFORMANCE IN ECOLOGICAL ISSUES. Journal of Baltic Science Education 22:5, pages 865-880.
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Tom Bielik, Ibrahim Delen, Moritz Krell & Orit Ben Zvi Assaraf. (2023) Characterising the Literature on the Teaching and Learning of System Thinking and Complexity in STEM Education: a Bibliometric Analysis and Research Synthesis. Journal for STEM Education Research 6:2, pages 199-231.
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Catherine E. Sanders, Allison R. Byrd, Kristin E. Gibson, Aaron Golson, Kevan W. Lamm & Alexa J. Lamm. (2023) Teaching Systems-Thinking Concepts with Hypothetical Case Scenarios: An Exploration in Food-Systems Science Education. Foods 12:14, pages 2663.
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Asli Sezen-Barrie, Mary K. Stapleton, Gili Marbach-Ad & Anica Miller-Rushing. (2023) Epistemic Discourses and Conceptual Coherence in Students’ Explanatory Models: The Case of Ocean Acidification and Its Impacts on Oysters. Education Sciences 13:5, pages 496.
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Jaime L. Sabel, Laura Zangori, Kathryn M. Parsley, Sedra Sous & Jason Koontz. (2023) Investigating undergraduate students’ engagement in systems thinking and modeling using causal maps. Frontiers in Education 8.
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Lida T. Klaver, Juliette H. Walma van der Molen, Patrick H. M. Sins & Laurence J. F. Guérin. (2022) Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes. Journal of Research in Science Teaching 60:5, pages 1125-1161.
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Lida T. Klaver, Patrick H. M. Sins, Juliette H. Walma van der Molen & Laurence J. F. Guérin. (2022) Strengthening science education through attention to student resources: A conceptualization of socioscientific capital. Journal of Research in Science Teaching 60:5, pages 1162-1192.
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Wanda Sass, Sven De Maeyer, Jelle Boeve-de Pauw & Peter Van Petegem. (2022) Honing action competence in sustainable development: what happens in classrooms matters. Environment, Development and Sustainability 25:4, pages 3649-3670.
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Jinglu Zhang & William J. Browne. (2022) Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies. Journal of Research in Science Teaching 60:4, pages 847-884.
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Li Ke, Patricia Friedrichsen, Rebecca Rawson & Troy D. Sadler. (2023) Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching and Teacher Education 122, pages 103957.
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Seamus Delaney, Andras Fehervari, Vaughan Moon & Madeleine Schultz. (2022) Building More Sustainably with Concrete: A Guided Inquiry Investigation. Journal of Chemical Education 99:12, pages 4169-4174.
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Catherine Lammert & Brian Hand. (2022) Early Childhood Science Teachers’ Epistemic Orientations: A Foundation for Enacting Relational Care Through Dialogue. Early Childhood Education Journal.
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Achmad Rante, Eli Rohaeti & Sri Wening. (2022) Development of Attitude Assessment Instruments Towards Socio-Scientific Issues in Chemistry Learning. European Journal of Educational Research 11:4, pages 1947-1958.
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Mojtaba Khajeloo & Marcelle A. Siegel. (2022) Concept map as a tool to assess and enhance students' system thinking skills. Instructional Science 50:4, pages 571-597.
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Zeming Kong, Shuya Zhang, Fujin Zhu & Junjun Zhang. (2022) The Development and Prospects of Socioscientific Issues Teaching in the Context of Immersive Media Technology. Frontiers in Psychology 13.
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Madeleine Schultz, Jerry Lai, Joseph P. Ferguson & Seamus Delaney. (2021) Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives. Journal of Chemical Education 98:10, pages 3100-3109.
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Berry Billingsley, Joshua M. Heyes & Mehdi Nassaji. (2021) Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15–17 in England. SN Social Sciences 1:11.
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Muammer Çalık & Antuni Wiyarsi. (2021) A SYSTEMATIC REVIEW OF THE RESEARCH PAPERS ON CHEMISTRY-FOCUSED SOCIO-SCIENTIFIC ISSUES. Journal of Baltic Science Education 20:3, pages 360-372.
Crossref
Li Ke, Laura A. Zangori, Troy D. Sadler & Patricia J. Friedrichsen. 2021. Socioscientific Issues-Based Instruction for Scientific Literacy Development. Socioscientific Issues-Based Instruction for Scientific Literacy Development 31 54 .

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