You are here:

Student Teachers as Advocates for Student-Led Research-Informed Socioscientific Activism
ARTICLE

,

CJSMTE Volume 12, Number 1, ISSN 1492-6156

Abstract

Progress has been made in addressing socioscientific issues, such as debates about merits of nuclear power, by encouraging school students to consider complex issues and take positions about them. We contend, however, that they also need to learn to take research-informed actions to address issues. In the study reported here, we concluded--based on constant comparative analyses of qualitative data--that student teachers seemed to develop commitments to advocacy for research-informed actions on socioscientific issues as a result, in part, of their self-directed primary and secondary research. This research appears to have implications for science teacher education, science education, and the well-being of individuals, societies, and environments. (Contains 2 tables, 5 figures, and 9 notes.)

Citation

Bencze, J.L. & Sperling, E.R. (2012). Student Teachers as Advocates for Student-Led Research-Informed Socioscientific Activism. Canadian Journal of Science, Mathematics and Technology Education, 12(1), 62-85. Retrieved March 28, 2024 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords