•  
  •  
 

Abstract

Socioscientific Inquiry (SSI) represents one approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and require a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004). However, inquiry tasks in general and SSI projects in particular are not widely adopted in K-12 settings, despite strong beliefs among teachers that these types of activities are valuable (Marshall, Horton, Igo, & Switzer, 2009). We suggest Collaborative Action Research may provide an important platform for enabling teachers to experience success through systematic investigations of their practice supported by peer interaction and collaboration (Capobianco & Feldman, 2006).

In our investigation, we sought to understand the learning experiences of teachers within redesigned graduate-level courses aimed at preparing teachers to implement SSI approaches in the classroom. Data were collected from course participants to capture changes in scientific content knowledge, perceptions of SSI instruction, and strengths as well as recommendations of the experience. Results suggest that teachers can gain both content knowledge and pedagogical capacity in SSI methods.

 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.