Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning

Safwatun Nida; Vita Ria Mustikasari; Ingo Eilks

doi:10.29333/ejmste/9573

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Safwatun Nida ¹ ² ^* , Vita Ria Mustikasari ¹ , Ingo Eilks ²

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¹ Prodi Pendidikan IPA Universitas Negeri Malang, INDONESIA² University of Bremen, GERMANY^* Corresponding Author

Abstract

This study explores the views of Indonesian junior high school pre-service science teachers (PSTs) towards teaching based on socio-scientific issues (SSIs). Questionnaires were analyzed qualitatively and descriptively. The PSTs (N=62) acknowledged that student competencies ranging from personal to socially relevant skills as well as character formation can potentially be developed through SSI-based instruction. The PSTs mentioned several challenges which may hinder implementation of SSI-based instruction. These include the interdisciplinary and controversial nature of SSIs, a lack of familiarity regarding SSIs, the lack of necessary student skills, insufficient teacher expertise, and curriculum constraints. The PSTs viewed SSIs as able to potentially enhance their personal competencies through SSI-based instruction, mostly with regard to pedagogical skills. The relevance of SSI-based instruction was, however, not seen in as positive a light as the participants’ views on the need of character building. The PSTs’ intentions to later implementing SSI-based instruction ranged from medium to high.

Keywords

science education
curriculum
socio-scientific issues
pre-service science teachers

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 1, January 2021, Article No: em1932

https://doi.org/10.29333/ejmste/9573

Publication date: 16 Jan 2021

Article Views: 3024

Article Downloads: 1564

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Nida, S., Mustikasari, V. R., & Eilks, I. (2021). Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1932. https://doi.org/10.29333/ejmste/9573

Vancouver

Nida S, Mustikasari VR, Eilks I. Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning. EURASIA J Math Sci Tech Ed. 2021;17(1):em1932. https://doi.org/10.29333/ejmste/9573

AMA

Nida S, Mustikasari VR, Eilks I. Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning. EURASIA J Math Sci Tech Ed. 2021;17(1), em1932. https://doi.org/10.29333/ejmste/9573

Chicago

Nida, Safwatun, Vita Ria Mustikasari, and Ingo Eilks. "Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 1 (2021): em1932. https://doi.org/10.29333/ejmste/9573

Harvard

Nida, S., Mustikasari, V. R., and Eilks, I. (2021). Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1932. https://doi.org/10.29333/ejmste/9573

MLA

Nida, Safwatun et al. "Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, 2021, em1932. https://doi.org/10.29333/ejmste/9573