Professional Development for Socioscientific Issue Teaching: Exploring the Discourse of In-Service Teachers in Community Activities through Epistemic Network Analysis

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2025-02-24 DOI:10.1007/s11165-025-10237-1

Wen-Xin Zhang, Ying-Shao Hsu

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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.

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社会科学问题教学的专业发展：用认知网络分析探讨社区活动中在职教师的话语

近年来，社会科学问题（SSI）融入教育实践的情况有所增加，这被认为可以提高高阶思维、科学素养、伦理考虑和公民参与。SSI教学使学生能够应对全球挑战，尽管这些挑战对在职教师来说是复杂的挑战。解决SSI教学中对专业知识和技能的需求对于满足未来的社会需求至关重要。研究表明，让教师参与教学社区内的协同设计实践可以提高他们的SSI教学水平，但支持这些协作互动的经验证据有限。本研究调查了五位参与社区活动的在职教师的专业学习情况，重点关注他们基于ssi的课程计划的发展。通过方便抽样，使用描述性分析、认知网络分析（ENA）和语境分析对参与者的课程计划和与SSI教学相关的话语进行分析。结果表明，这些计划包含了基本的SSI教学要素，社区活动中的话语培养了有利于SSI教学的认知框架。反思性话语显着增强了这些框架的内隐和外显方面，教师的身份发展显着受到实践经验的影响。这些研究结果表明，专业社区的实际参与可以有效地培养教师的SSI教学技能，为制定SSI教育的专业发展计划提供见解。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.