Towards the Integration of Ethico-Socio-Scientific Issues in Science Teaching in South Africa
A Conceptual Analysis
Bibliographic Data
| ID | 21571104 |
|---|---|
| Authors | Kudakwashe Mamutse (0000-0003-4714-600X, University of Johannesburg, corresponding author) |
| Year | 2024 |
| Volume | 55 |
| Issue | 4 |
| Pages | 475-491 |
| Publication date | 2024-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interchange (JOURNAL) |
| Journal identifiers | ISSN: 0826-4805 • E-ISSN: 1573-1790 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10780-024-09531-0 |
| OpenAlex | W4403231576 |
| Language | EN |
| References cited | 31 |
Science teaching and learning is facing a new dilemma. It has to move from its old perception of science as a purely positivistic and value-free enterprise into regarding it as what it really is: a value-laden human endeavour characterised by historical, cultural, social and political parameters. Science teachers now have to deal with ethical, and social issues encountered in their teaching of science. In essence school science has moved from its conventional form of being a pure science to more of a social subject that has to talk about day to day social and ethical issues. This conceptual paper explores the problems that science teachers face in their teaching. The paper goes further to suggest radical approaches that teachers may use to teach these issues successfully. The incorporation of radical approaches is relevant in order to address this issue which has the potential to adversely affect the teaching and learning of science. Relevant examples from the South African context are cited throughout the paper
Epistemology · Higher education · Mathematics education · Pedagogy · Philosophy of education · Political science · Science education · Social science · Sociology · Teaching method · Transpersonal psychology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Philosophy · Psychology · Science Education and Pedagogy
Learners’ Responses to the Demands of Conceptual Change
Socioscientific issues
Informal reasoning regarding socioscientific issues
What Do Students Gain by Engaging in Socioscientific Inquiry?
Scientific literacy for citizenship
Reconceptualizing the teaching of controversial issues
Teaching socio-scientific issues through integrated STEM education
Discussing Controversial Issues
Discussing Controversial Public Issues in Secondary Social Studies Classrooms
Beyond STS
| Highly cited | No |
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