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The Science Teacher Volume 91, 2024 - Issue 4
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Going Beneath the Surface: Using Socioscientific Issues to Explore Human Impacts on Soil

Jesse WilcoxORCID Iconhttps://orcid.org/0000-0001-8285-7013View further author information
ORCID Icon,
William Lange,
&
Shane Breheny
Pages 35-43 | Received 18 Sep 2022, Accepted 14 Jan 2024, Published online: 11 Jul 2024

References

  • Blanco, H., and R. Lal. 2008. Principles of Soil Conservation and Management (Vol. 167169). New York: Springer.
  • Kim, G., Y. Ko, and H. Lee. 2020. “The Effects of Community-Based Socioscientific Issues Program (SSI-COMM) on Promoting Students’ Sense of Place and Character as Citizens.” International Journal of Science and Mathematics Education 18 (3): 399–418. https://doi.org/10.1007/s10763-019-09976-1.
  • Lobb, D. A., and R. G. Kachanoski. 1999. “Modelling Tillage Erosion in the Topographically Complex Landscapes of Southwestern Ontario, Canada.” Soil and Tillage Research. 51: 261–277.
  • Nweke, I. A. 2018. “The Good, the Bad and the Ugly of Tillage in Agricultural sustainability-A Review.” Greener Journal of Agricultural Sciences 8 (9): 217–250. https://doi.org/10.15580/GJAS.2018.9.090618130.
  • Menke, L., and J. Kruse. 2023. Science in the News: Using existing media sources to help students navigate socio-scientific issues, 57–61. National Science Teaching Association.
  • Sadler, T. D. 2004. “Informal Reasoning regarding Socioscientific Issues: A Critical Review of Research.” Journal of Research in Science Teaching 41 (5): 513–536. https://doi.org/10.1002/tea.20009.
  • St. Gerontidis, D. V., C. Kosmas, B. Detsis, et al. 2001. “The Effect of Moldboard Plow on Tillage Erosion along a Hillslope.” Journal of Soil and Water Conservation. 56: 147–152.
  • Wilcox, J. 2011. “Holding Ourselves to a Higher Standard: Using Standards-Based Grading in Science as a Means to Improve Teaching and Learning.” Iowa Science Teachers Journal 38 (3): 4–11.
  • Wilcox, J., and M. Townsley. 2022. “Debunking Myths of Standards-Based Grading.” The Science Teacher 90 (1): 29–33. https://doi.org/10.1080/00368555.2022.12293723.
  • Wilcox, J., and M. Townsley. 2024. “The Standard Answer: Considerations for Implementing Standards-Based Grading in an NGSS-Aligned Science Classroom.” Science Scope 47 (2): 47–55. https://doi.org/10.1080/08872376.2024.2314670.
  • Zeidler, D. L., J. Osborne, S. Erduran, S. Simon, and M. Monk. 2003. “The Role of Argument during Discourse about Socioscientific Issues.” In The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education, 97–116. Dordrecht: Springer.
  • Zeidler, D. L., T. D. Sadler, M. L. Simmons, and E. V. Howes. 2005. “Beyond STS: A Research-Based Framework for Socioscientific Issues Education.” Science Education 89 (3): 357–377. https://doi.org/10.1002/sce.20048.
  • Zeidler, D. L., and B. H. Nichols. 2009. “Socioscientific Issues: Theory and Practice.” Journal of Elementary Science Education 21 (2): 49–58. https://doi.org/10.1007/BF03173684.
  • Zeidler, D. L. 2014. “Socioscientific Issues as a Curriculum Emphasis: Theory, Research, and Practice.” In Handbook of Research on Science Education, volume II, 711–740. New York: Routledge.
  • Zeidler, D. L., B. C. Herman, and T. D. Sadler. 2019. “New Directions in Socioscientific Issues Research.” Disciplinary and Interdisciplinary Science Education Research 1 (1): 1–9. https://doi.org/10.1186/s43031-019-0008-7.

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