Proposal of a frame for designing didactic activities on Socio-Scientific Issues. Study with two activities on genetics

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4 Citations (Scopus)

Abstract

Learning science in context implies learning to transfer scientific models to real scenarios and make decisions. In science education, this aspect is well represented by science learning activities around controversial socioscientific issues (SSI), a pedagogical approach that entails implementation and assessment considerations. We propose a methodological frame to standardize activities about socio-scientific controversies in the frame of different communication dynamics (reading, speaking, and writing). The proposed frame contains several scaffolds for learning and assessment scientific skills, such as using data, transferring models to relevant contexts, use of the vocabulary and scientific argumentation in the frame of a dilemma. Two model activities following the proposed frame have been designed. The results indicate that the proposed methodological frame allows to promote and assess scientific thinking skills in the context of learning SSIs.
Original languageEnglish
Pages (from-to)601-620
JournalRevista Eureka
Volume14
Issue number3
DOIs
Publication statusPublished - 1 Sep 2017

Keywords

  • Assessment
  • Context
  • Essay
  • Linguistic scaffolds
  • Socio-scientific issues

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