KnE Social Sciences
ISSN: 2518-668X
The latest conference proceedings on humanities, arts and social sciences.
The Issue of Air Quality in Socio-Scientific Teaching: Does it Impact 11--13-years-old Students' Informal Reasoning Skills?
Published date: Apr 26 2024
Journal Title: KnE Social Sciences
Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches
Pages: 887–893
Authors:
Abstract:
Various land transportations mostly use fossil fuels which produce greenhouse gas emissions. This is a challenge of how to teach the content to elementary school students with a socio-scientific issue approach to the theme of the water quality index. The method used was a pre-experiment with a one-group pretest-posttest design that involved 25 students aged 11–13 at one of the private schools in Bandung. The instrument used was questions of reasoning skills that asked students argumentation. Students’ reasoning skills are analyzed and classified based on the quality of their answers. The results showed that thematic teaching strategies with socio-scientific issues were able to improve the quality of students’ reasoning skills. Students’ answers were not only dominated by claims but also provided with data and evidence even though they were not found in large numbers. In the opinion of students, the packaging of thematic teaching through scientific issues on the theme of water quality index was able to attract their attention. This indicates that increasing reasoning skills can be improved by infusing socio-scientific issues into teaching themes.
Keywords: socio-scientific issue, water quality index, reasoning skills.
References:
[1] Delicado. A. Environmental education technologies in a social void: The case of ‘Greendrive: Environmental Education Research. 2012; 18(6): 831–843.
[2] Jin H, Hokayem H, Wang S, and X. Wei. A US-China interview study: biology students’ argumentation and explanation about energy consumption issues: International Journal of Science and Mathematics Education. 2016; vol. 14 no. 6: 1037–1057.
[3] Jayachandran S. Air quality and early-life mortality: Evidence from Indonesia’s wildfires. Journal of Human Resources. 2009; 44(4): 916–954.
[4] Wang Z. Air pollution and exercise: A perspective from China. Research Quarterly for Exercise and Sport. 2016; 87(3): 242–244.
[5] Kerin T, Volk H, Li W, et al. Association between air pollution exposure, cognitive and adaptive function, and asd severity among children with autism spectrum disorder. Journal of Autism and Developmental Disorders. 2018; 48(1): 137–150.
[6] Mandrikas A, Stavrou D, and Skordoulis C. Teaching air pollution in an authentic context. Journal of Science Education and Technology. 2017; 26(2): 238–251.
[7] Güç FA, Aygün M, Ceylan D, et al. The project of air pollution awareness: interdisciplinary community service practices. Cukurova University Faculty of Education Journal. 2017; 46(1): 85–133.
[8] Kerscher U. Towards a sustainable future? the eu policies concerning plastics and their didactical potential for primary and secondary teaching. Discourse and Communication for Sustainable Education. 2019; 10(1): 47–62.
[9] Annan-Diab F, Molinari C. Interdisciplinarity: practical approach to advancing education for sustainability and for the sustainable development goals. International Journal of Management Education. 2017; 15(2): 73–83.
[10] Kopnina H, Meijers F, Education for sustainable development (ESD): Exploring theoretical and practical challenges. International Journal of Sustainability in Higher Education. 2014; 15(2): 188–207.
[11] De Pauw JB, Gericke N, Olsson D, Berglund T. The effectiveness of education for sustainable development. Sustainability (Switzerland). 2015; 7(11): 15693–15717.
[12] Cian H, The influence of context: comparing high school students’ socioscientific reasoning by socioscientific topic. International Journal of Science Education. 2020; 42(9): 1503–1521.
[13] Friedrichsen PJ, Ke L, Sadler TD, Zangori L. Enacting co-designed socio-scientific issues-based curriculum units: a case of secondary science teacher learning. Journal of Science Teacher Education. 2021; 32(1): 85–106.
[14] Karpudewan M, Roth WM. Changes in primary students’ informal reasoning during an environment-related curriculum on socio-scientific issues. International Journal of Science and Mathematics Education. 2018; 16(3): 401–419.
[15] Ozden M, Elementary school students’ informal reasoning and its’ quality regarding socio-scientific issues. Eurasian Journal of Educational Research. 2020; 2020(86): 61–84.
[16] Lestari H, Rahmawati I, Siskandar R, Dafenta H. Implementation of blended learning with a STEM approach to improve student scientific literacy skills during the covid-19 pandemic. Jurnal Penelitian Pendidikan IPA. 2021; 7(2): 224.
[17] Sukardi RR, Widodo A, Sopandi W. Describing teachers’ pedagogic content knowledge about reasoning development and students’ reasoning test. 2017; (57): 14–20.
[18] Sukardi RR, Sopandi W, Riandi R. Repackaging RADEC learning model into the online mode in science class. Journal of Physics: Conference Series. 2021; 1806(1).
[19] Sukardi RR, Agustrianti YV. Analysis of students’ argumentation skill and conceptual knowledge in friction force lesson through argumentative task. 2017; 57: 80–84.
[20] Zohar A, Nemet F. Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching. 2020 ; 39(1): 35–62.
