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ERIC Number: EJ1435411
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-1047
EISSN: EISSN-2993-8872
Available Date: N/A
We Strive: Enhancing Implementation of Socioscientific Issues in STEM Classrooms through Professional Development
Joseph Johnson; Augusto Macalalag; Becky Mathers-Lowery; Gabrielle Ialacci
Pennsylvania Teacher Educator, v21 n2 p41-58 2022
This study explores the experiences of two teachers participating in professional development workshops focused on supporting implementation of SocioScientific Issues (SSI) and aspects of social justice into STEM classrooms. SSI are ill-defined problems, with a basis in science, but necessarily include moral and ethical decisions that cannot be resolved through science alone. These debatable issues can enhance learning of STEM by engaging students in real-world and authentic problems. The "USTRIVE project" was developed to foster STEM learning through integrated professional development workshops and the development of professional learning communities to support teachers in the use of SSI and incorporation of aspects of social justice in their STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson planning during the project and (b) In what ways did teachers' designed lessons change from the beginning of the workshop?
Pennsylvania Association of Colleges and Teacher Educators. c/o Jason Hilton, Slippery Rock University, 1 Morrow Way, Slippery Rock, PA 16057. Tel: 717-516-9983; Web site: https://www.pac-te.org/i4a/pages/index.cfm?pageid=3403
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 2101395
Author Affiliations: N/A