Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis.
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| Title: | Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis. |
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| Authors: | Zhang, Wen-Xin1 (AUTHOR) haha1788@gmail.com, Hsu, Ying-Shao1 (AUTHOR) yshsu@ntnu.edu.tw |
| Source: | Research in Science Education. Aug2025, Vol. 55 Issue 4, p961-987. 27p. |
| Subject Terms: | *In-service training of teachers, *Community involvement, *Education research methodology, *Critical thinking, *Career development, *Ethical problems, Scientific literacy |
| Abstract: | In recent years, there has been an increase in the integration of socioscientific issues (SSI) into educational practices, which are recognized for enhancing higher-order thinking, scientific literacy, ethical considerations, and civic engagement. SSI teaching equips students to tackle global challenges, although they are complex challenges for in-service teachers. Addressing the need for professional knowledge and skills in SSI teaching is vital for meeting future societal demands. Studies have shown that engaging teachers in co-design practices within teaching communities enhances their SSI teaching proficiency, yet empirical evidence supporting these collaborative interactions is limited. This study investigates the professional learning of five in-service teachers involved in community activities, focusing on their development of SSI-based lesson plans. Through convenience sampling, participants' lesson plans and discourse relevant to SSI teaching were analyzed using descriptive analysis, epistemic network analysis (ENA), and context analysis. Results indicated that these plans incorporated essential SSI teaching elements, and discourse during community activities fostered epistemic frames conducive to SSI teaching. Reflective discourse notably enhanced both implicit and explicit aspects of these frames, with teachers' identity development significantly shaped by practical experiences. These findings suggest that practical engagement in professional communities may effectively foster teachers' SSI teaching skills, offering insights for crafting professional development programs in SSI education. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186910569 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Wen-Xin%22">Zhang, Wen-Xin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> haha1788@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Hsu%2C+Ying-Shao%22">Hsu, Ying-Shao</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yshsu@ntnu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Aug2025, Vol. 55 Issue 4, p961-987. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+involvement%22">Community involvement</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research+methodology%22">Education research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Ethical+problems%22">Ethical problems</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literacy%22">Scientific literacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In recent years, there has been an increase in the integration of socioscientific issues (SSI) into educational practices, which are recognized for enhancing higher-order thinking, scientific literacy, ethical considerations, and civic engagement. SSI teaching equips students to tackle global challenges, although they are complex challenges for in-service teachers. Addressing the need for professional knowledge and skills in SSI teaching is vital for meeting future societal demands. Studies have shown that engaging teachers in co-design practices within teaching communities enhances their SSI teaching proficiency, yet empirical evidence supporting these collaborative interactions is limited. This study investigates the professional learning of five in-service teachers involved in community activities, focusing on their development of SSI-based lesson plans. Through convenience sampling, participants' lesson plans and discourse relevant to SSI teaching were analyzed using descriptive analysis, epistemic network analysis (ENA), and context analysis. Results indicated that these plans incorporated essential SSI teaching elements, and discourse during community activities fostered epistemic frames conducive to SSI teaching. Reflective discourse notably enhanced both implicit and explicit aspects of these frames, with teachers' identity development significantly shaped by practical experiences. These findings suggest that practical engagement in professional communities may effectively foster teachers' SSI teaching skills, offering insights for crafting professional development programs in SSI education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-025-10237-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 961 Subjects: – SubjectFull: In-service training of teachers Type: general – SubjectFull: Community involvement Type: general – SubjectFull: Education research methodology Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Career development Type: general – SubjectFull: Ethical problems Type: general – SubjectFull: Scientific literacy Type: general Titles: – TitleFull: Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Wen-Xin – PersonEntity: Name: NameFull: Hsu, Ying-Shao IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 55 – Type: issue Value: 4 Titles: – TitleFull: Research in Science Education Type: main |
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