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Developing Student Agency through Authentic Application of Socioscientific Issues in STEM Classrooms

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Title: Developing Student Agency through Authentic Application of Socioscientific Issues in STEM Classrooms
Language: English
Authors: Becky Mathers (ORCID 0000-0001-7278-9731), Joseph Johnson (ORCID 0000-0002-8355-8696), Alan Kaufmann (ORCID 0009-0008-6787-266X), Nicholas Sinni (ORCID 0009-0003-8003-0815), Eli Louis (ORCID 0009-0008-4687-0489), Eva Henneman (ORCID 0009-0009-8431-1423)
Source: Turkish Journal of Education. 2024 13(5):508-534.
Availability: Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
Peer Reviewed: Y
Page Count: 27
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2101395
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: STEM Education, Science and Society, Learner Engagement, Personal Autonomy, Authentic Learning, Secondary School Teachers, Faculty Development, Educational Practices
ISSN: 2147-2858
Abstract: This study explores the experiences of STEM teachers who participated in professional development (PD) workshops focused on supporting the use of a socioscientific issues (SSI)/socioTransformative constructivism (sTc) framework as an avenue to incorporate SSI into lessons and empower students to become agents of change outside the classroom. The following research question guided this study: In what ways, if any, do participant teachers foster authentic, active engagement and student agency in their STEM classroom following participation in an SSI focused professional development program? Thematic analysis was used to identify, analyze, and interpret the data. The findings demonstrate that teachers were successful in providing students with authentic learning opportunities in which students developed a sense of agency by moving beyond traditional STEM content, moving beyond the classroom walls, and moving inward within the school. Understanding the ways in which teachers engage students in authentic learning and foster student agency within an SSI unit of study has implications for scholars and researchers who provide PD to teachers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472561
Database: ERIC
FullText Text:
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  Data: Developing Student Agency through Authentic Application of Socioscientific Issues in STEM Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Becky+Mathers%22">Becky Mathers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7278-9731">0000-0001-7278-9731</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joseph+Johnson%22">Joseph Johnson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8355-8696">0000-0002-8355-8696</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alan+Kaufmann%22">Alan Kaufmann</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-6787-266X">0009-0008-6787-266X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicholas+Sinni%22">Nicholas Sinni</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-8003-0815">0009-0003-8003-0815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eli+Louis%22">Eli Louis</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-4687-0489">0009-0008-4687-0489</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eva+Henneman%22">Eva Henneman</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-8431-1423">0009-0009-8431-1423</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Journal+of+Education%22"><i>Turkish Journal of Education</i></searchLink>. 2024 13(5):508-534.
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  Data: Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
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  Data: 27
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  Data: 2024
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+and+Society%22">Science and Society</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: 2147-2858
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  Label: Abstract
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  Data: This study explores the experiences of STEM teachers who participated in professional development (PD) workshops focused on supporting the use of a socioscientific issues (SSI)/socioTransformative constructivism (sTc) framework as an avenue to incorporate SSI into lessons and empower students to become agents of change outside the classroom. The following research question guided this study: In what ways, if any, do participant teachers foster authentic, active engagement and student agency in their STEM classroom following participation in an SSI focused professional development program? Thematic analysis was used to identify, analyze, and interpret the data. The findings demonstrate that teachers were successful in providing students with authentic learning opportunities in which students developed a sense of agency by moving beyond traditional STEM content, moving beyond the classroom walls, and moving inward within the school. Understanding the ways in which teachers engage students in authentic learning and foster student agency within an SSI unit of study has implications for scholars and researchers who provide PD to teachers.
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  Data: 2025
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  Data: EJ1472561
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      – Text: English
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        PageCount: 27
        StartPage: 508
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Science and Society
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Authentic Learning
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Faculty Development
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      – SubjectFull: Educational Practices
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