Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction

2009 ◽  
Vol 32 (8) ◽  
pp. 1017-1043 ◽  
Author(s):  
Michelle L. Klosterman ◽  
Troy D. Sadler
Keyword(s):  
Content Knowledge ◽  
Socioscientific Issues ◽  
Scientific Content ◽  
Multi Level ◽  
Knowledge Gains ◽  
Based Instruction

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

An Analysis of Storytelling on Student Content Acquisition

2017 ◽  
Vol 79 (8) ◽  
pp. 628-634 ◽  
Author(s):  
Chrissy J. Cross
Keyword(s):  
Qualitative Research ◽  
Content Knowledge ◽  
Instructional Method ◽  
Student Work ◽  
Undergraduate Biology ◽  
Science And Art ◽  
Content Acquisition ◽  
Research Findings ◽  
Based Instruction ◽  
Biology Laboratory

Traditionally, science and art are not combined as an instructional method in the undergraduate biology laboratory. This research examined the differences in the construction of biology content knowledge in student work in an inquiry-based lab and in an inquiry- and arts-based lab. The qualitative research findings indicated that the students developed deeper understanding of the content knowledge when an arts-based instructional method (storytelling) was included as part of the inquiry-based instruction.

scholarly journals Socioscientific-Issues Based Classroom Intervention on Grade 10 Students’ Learning Achievement and Scientific Reasoning

2021 ◽  
Vol 7 (2) ◽  
pp. 393
Author(s):  
Linda Khajornkhae ◽  
Prasart Nuangchalerm
Keyword(s):  
Scientific Reasoning ◽  
Learning Organizations ◽  
Science Classroom ◽  
Socioscientific Issues ◽  
Classroom Intervention ◽  
Learning Achievement ◽  
Multiple Test ◽  
Reasoning Test ◽  
Quasi Experimental ◽  
Based Instruction

Socioscientific-issues based instruction can promote science to students as a tool for necessary learning in the disruptive world. This instruction helps students critique and response as its nature of science, gaining higher-ordered thinking, and discussing with scientific reasoning. The objectives of this study were to compare learning achievement and scientific reasoning of grade 10 students. The topic “DNA technology” was employed with 90 grade 10 students from 2 classrooms. The quasi-experimental research was designed by comparing learning achievement and scientific reasoning between 2 learning organizations. The research tools were socioscientific-issues based and inquiry-based lesson plans, the achievement test consist of 30 items of 4 choices multiple test and scientific reasoning test. The statistic used to test the hypothesis was independent t-test. The results indicated that students had no difference score of learning achievement between learning organizations. While socioscientific-issues based learning had score of scientific reasoning higher than inquiry-based learning at the .05 level of statistically significance. The study can summarize that socioscientific-issues based learning can promote scientific reasoning to science classroom.

scholarly journals Naturvetenskaplig undervisning och det dubbla uppdraget

2012 ◽  
Vol 3 (2) ◽  
pp. 107-120
Author(s):  
Barbro Gustafsson
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Sociocultural Theory ◽  
Teaching Sequence ◽  
Scientific Content ◽  
Socioscientific Issue

The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of ”democracy” is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers’ dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.

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