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Direct linkKnippels, Marie-Christine P. J.; van Harskamp, Michiel – School Science Review, 2018
We present a sequence of professional development sessions to support science teachers in designing socio-scientific inquiry-based learning (SSIBL) lessons to foster democratic citizenship. We focus on seven stages for enacting SSIBL: (1) introducing a dilemma; (2) initial opinion-forming; (3) creating a 'need to know'; (4) inquiry; (5) dialogue;…
Descriptors: Faculty Development, Science Teachers, Science and Society, Inquiry
Garik, Peter; Benétreau-Dupin, Yann – Science & Education, 2014
This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: "How Can the History and Philosophy of…
Descriptors: Conferences (Gatherings), International Programs, Science History, Philosophy
Yalvac, Bugrahan; Tekkaya, Ceren; Cakiroglu, Jale; Kahyaoglu, Elvan – International Journal of Science Education, 2007
The international science education community recognises the role of pre-service science teachers' views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre-service science teachers' STS views signal the strengths and the weaknesses of science education reform movements.…
Descriptors: Foreign Countries, Science and Society, Scientific Principles, Educational Change
