Teachers’ experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum

References

• Åkerblom, D., and M. Lindahl. 2017. “Authenticity and the Relevance of Discourse and Figured Worlds in Secondary Students’ Discussions of Socioscientific Issues.” Teaching and Teacher Education 65 (1): 205–214.
   Google Scholar
• Balgopal, M. 2020. “STEM Teacher Agency: A Case Study of Initiating and Implementing Curricular Reform.” Science Education 104 (4): 762–785.
   Web of Science ®Google Scholar
• Bao, L., and K. Koenig. 2019. “Physics Education Research for 21 st Century Learning.” Disciplinary and Interdisciplinary Science Education Research 1 (1): 1–12.
   Google Scholar
• Bassey, M. 1999. Case Study Research in Educational Settings. Buckingham: Open University Press.
   Google Scholar
• Bayram-Jacobs, Durdane, Ineke Henze, Maria Evagorou, Yael Shwartz, Elin Leirvoll Aschim, Silvia Alcaraz-Dominguez, Mario Barajas, and Etty Dagan. 2009. “Science Teachers’ Pedagogical Content Knowledge Development During Enactment of Socioscientific Curriculum Materials.” Journal of Research in Science Teaching 56 (9): 1207–1233.
   Google Scholar
• Bencze, J. L., and E. R. Sperling. 2012. “Student Teachers as Advocates for Student-led Research-Informed Socioscientific Activism.” Canadian Journal of Science, Mathematics and Technology Education 12 (1): 62–85.
   Google Scholar
• Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
   Google Scholar
• Bybee, Rodger W. 2002. “Scientific Inquiry, Student Learning, and the Science Curriculum.” In Learning Science and the Science of Learning, edited by Rodger W. Bybee, 25–35. Arlington: NSTA Press.
   Google Scholar
• Capps, Daniel K., Jonathan T. Shemwell, and Ashley M. Young. 2016. “Over Reported and Misunderstood? A Study of Teachers’ Reported Enactment and Knowledge of Inquiry-Based Science Teaching.” International Journal of Science Education 38 (6): 934–959.
   Web of Science ®Google Scholar
• Colburn, Alan. 2000. “An Inquiry Primer.” Science Scope 23 (6): 42–44.
   Google Scholar
• Creswell, John W., and Vicki L. Plano Clark. 2011. Designing and Conducting Mixed Methods Research. Los Angeles: Sage.
   Google Scholar
• Denzin, Yvonna S., and Norman K. Lincoln. 2011. The Sage Handbook of Qualitative Research. Los Angeles: Sage.
   Google Scholar
• Erduran, S., and Z. R. Dagher. 2014. “Regaining Focus in Irish Junior Cycle Science: Potential new Directions for Curriculum and Assessment on Nature of Science.” Irish Educational Studies 33 (4): 335–350.
   Web of Science ®Google Scholar
• Fitzgerald, Michael, Lena Danaia, and David H. McKinnon. 2019. “Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters.” Research in Science Education 49 (2): 543–566.
   Web of Science ®Google Scholar
• Hmelo-Silver, Cindy E., Ravit Golan Duncan, and Clark A. Chinn. 2007. “Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006).” Educational Psychologist 42 (2): 99–107.
   Web of Science ®Google Scholar
• Jerrim, John, Mary Oliver, and Sam Sims. 2020. “The Relationship Between Inquiry-Based Teaching and Students’ Achievement. New Evidence from a Longitudinal PISA Study in England Learning and Instruction.” Learning and Instruction, 101310.
   Web of Science ®Google Scholar
• Jiang, Feng, and William F. McComas. 2015. “The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data.” International Journal of Science Education 37 (3): 554–576.
   Web of Science ®Google Scholar
• Kara, Y. 2012. “Pre-service Biology Teachers’ Perceptions on the Instruction of Socio-Scientific Issues in the Curriculum.” European Journal of Teacher Education 35 (1): 111–129.
   Web of Science ®Google Scholar
• Kelly, R., and S. Erduran. 2019. “Understanding Aims and Values of Science: Developments in the Junior Cycle Specifications on Nature of Science and pre-Service Science Teachers’ Views in Ireland.” Irish Educational Studies 38 (1): 43–70.
   Web of Science ®Google Scholar
• Kirschner, Paul A., John Sweller, and Richard E. Clark. 2006. “Why Minimal Guidance During Instruction Does not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.” Educational Psychologist 41 (2): 75–86.
   Web of Science ®Google Scholar
• Lazonder, A. W., and R. Harmsen. 2016. “Meta-Analysis of Inquiry-Based Learning: Effects of Guidance.” Review of Educational Research 86 (3): 681–718.
   Web of Science ®Google Scholar
• Levinson, R. 2018. “Introducing Socio-Scientific Inquiry-Based Learning (SSIBL).” School Science Review 100 (371): 31–35.
   Google Scholar
• Linn, Marcia C., Elizabeth A. Davis, and Bat-Sheva Eylon. 2013. “The Scaffolded Knowledge Integration Framework for Instruction.” In Internet Environments for Science Education, edited by Marcia C. Linn, Elizabeth A. Davis, and Philip Bell, 75–100. Mahwah: Routledge.
   Google Scholar
• Luck, Lauretta, Debra Jackson, and Kim Usher. 2006. “Case Study: a Bridge Across the Paradigms.” Nursing Inquiry 13 (2): 103–109.
   PubMed Web of Science ®Google Scholar
• McCully, Alan, Paul Smyth, and Marian O'Doherty. 1999. “Exploring Controversial Issues in Northern Ireland.” Irish Educational Studies 18 (1): 49–61.
   Google Scholar
• National Council for Curriculum and Assessment (NCCA). 2013. Background Paper and Brief for the Review of Junior Cycle Science. Ireland: NCCA. URL: https://ncca.ie/media/1250/jc_science_bp_2013.pdf.
   Google Scholar
• National Council for Curriculum and Assessment (NCCA). 2015. Junior Cycle Science: Curriculum Specification. Ireland: NCCA. URL: https://curriculumonline.ie/getmedia/f668d804-6283-4d4a-84ab-c71e5b37d198/Specification-for-Junior-Cycle-Science.pdf.
   Google Scholar
• National Council for Curriculum and Assessment (NCCA). 2018. Junior Cycle Science Guidelines for the Classroom-Based Assessments and Assessment Task: For use with CBAs from October 2018. Ireland: NCCA. URL: https://www.curriculumonline.ie/getmedia/5f3e9d74-50e4-4795-bef7-9a21bd7a2e53/Assessment-guidelines_Science_March_2018_For-Principles.pdf.
   Google Scholar
• Organisation for Economic Cooperation and Development (OECD). 2013. PISA 2015 Draft Science Framework. Paris: OECD.
   Google Scholar
• Oulton, Chris, Justin Dillon, and Marcus M. Grace. 2004. “Reconceptualizing the Teaching of Controversial Issues.” International Journal of Science Education 26 (4): 411–423.
   Web of Science ®Google Scholar
• Rundgren, C. J. 2018. “Implementation of Inquiry-Based Science Education in Different Countries: Some Reflections.” Cultural Studies of Science Education 13 (2): 607–615.
   Web of Science ®Google Scholar
• Rundgren, C. J., and S. N. Chang Rundgren. 2018. “Aiming for Responsible and Competent Citizenship Through Teacher Professional Development on Teaching Socioscientific Inquiry-Based Learning (SSIBL).” Asia-Pacific Forum on Science Learning and Teaching 19: 2.
   Google Scholar
• Sadler, Troy D. 2009. “Situated Learning in Science Education: Socio-Scientific Issues as Contexts for Practice.” Studies in Science Education 45 (1): 1–42.
   Web of Science ®Google Scholar
• Stake, Robert E. 1995. The art of Case Study Research. UK: Sage.
   Google Scholar
• Wenning, Carl J. 2005. “Levels of Inquiry: Hierarchies of Pedagogical Practices and Inquiry Processes.” Journal of Physics Teacher Education Online 2 (3): 3–11.
   Google Scholar
• Zeidler, Dana L., Benjamin C. Herman, and Troy D. Sadler. 2019. “New Directions in Socioscientific Issues Research.” Disciplinary and Interdisciplinary Science Education Research 1 (1): 1–9.
   Google Scholar
• Zeidler, Dana L., Troy D. Sadler, Scott Applebaum, and Brendan E. Callahan. 2009. “Advancing Reflective Judgment Through Socioscientific Issues.” Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 46 (1): 74–101.
   Web of Science ®Google Scholar