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Journal of Science Teacher Education Volume 29, 2018 - Issue 4
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Articles

Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues

Lisa A. BorgerdingSchool of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, Ohio, USACorrespondence[email protected]
&
Murat DagistanSchool of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, Ohio, USA
Pages 283-306 | Published online: 06 Mar 2018

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Lisa Steffensen, Marit Johnsen-Høines & Kjellrun Hiis Hauge. (2023) Using inquiry-based dialogues to explore controversial climate change issues with secondary students: An example from Norway. Educational Philosophy and Theory 55:10, pages 1181-1192.
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Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham. (2023) Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy. Educational Philosophy and Theory 55:10, pages 1096-1108.
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Valerie E. Valdez & Julie A. Bianchini. (2023) “People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education. Journal of Science Teacher Education 34:5, pages 497-521.
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Engin Karahan. (2023) Using video-elicitation focus group interviews to explore pre-service science teachers’ views and reasoning on artificial intelligence. International Journal of Science Education 0:0, pages 1-20.
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Umran Betul Cebesoy & Shu-Nu Chang Rundgren. (2023) Embracing socioscientific issues-based teaching and decision-making in teacher professional development. Educational Review 75:3, pages 507-534.
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Athanasia Kokolaki & Dimitris Stavrou. (2023) Pre-Service Primary Teachers Develop Teaching Artifacts on Contemporary Socioscientific Issues. Journal of Science Teacher Education 34:3, pages 287-306.
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Lisa A. Borgerding & Bridget K. Mulvey. (2022) Elementary Teachers’ Trust in Science and Scientists Throughout a COVID-19 SSI Unit. Journal of Science Teacher Education 33:8, pages 837-859.
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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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Melanie Kinskey & Dana Zeidler. (2021) Elementary Preservice Teachers’ Challenges in Designing and Implementing Socioscientific Issues-Based Lessons. Journal of Science Teacher Education 32:3, pages 350-372.
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