The Educational Review, USA

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Article http://dx.doi.org/10.26855/er.2022.11.019

A Study of Teaching Practice Based on Socioscientific Issues—Take the Chinese Elementary School Science Textbook “Changes in Matter” as an Example

Lisen Zhang1,*, Yan Du2

1Institute for Science, Technology and Society, South China Normal University, Guangzhou 510631, China.

2Northwest University, Xi'an 710127, China.

*Corresponding author: Lisen Zhang

Published: December 27,2022

Abstract

The relationship between knowledge and socioscientific issues has received more attention in recent years in science education. Socioscientific issues (SSIs)—complex, often controversial issues linked to the development of science and technology—are widely recognized as a valuable arena for the school curriculum to foster students’ scientific literacy. Science instruction in primary schools has not been heavily promoted to teach SSI, and elementary school instructors lack particular implementation strategies. This essay uses the "Changes in Matter" part of the Science Education Edition's elementary science textbook as an illustration of the teaching strategy and structure of SSI. The course is divided into three sections: issue learning, issue practice, and issue implementation, with the goals of identifying social issues in the curriculum content, making practical recommendations for how elementary school science teachers should use the teaching materials, and investigating efficient methods for structuring and organizing the teaching of social science issues.

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How to cite this paper

A Study of Teaching Practice Based on Socioscientific Issues—Take the Chinese Elementary School Science Textbook "Changes in Matter" as an Example

How to cite this paper: Lisen Zhang, Yan Du. (2022). A Study of Teaching Practice Based on Socioscientific Issues—Take the Chinese Elementary School Science Textbook "Changes in Matter" as an Example. The Educational Review, USA6(11), 772-775.

DOI: http://dx.doi.org/10.26855/er.2022.11.019