Perspectives of Socio-Scientific Issues in Educational Research: A Bibliometric Analysis

Narayanan, Binesh; Kumar, Amruth G.; Gunasekaran, Dinesh; Vengayil, Rajasree; Maduvegadde, Krithika; Alampady, Nirmala

doi:https://doi.org/10.22329/jtl.v19i1.8985

Browse the articles in this issue

Profiling the Dynamics of EMI Effectiveness Factor and Students’ EMI Course Satisfaction: The Case of Vietnam and Taiwan

The Complexities and Promise of Standing Beside Indigenous Literacy Scholars: A Language Curriculum Analysis

Article outline

Back to top
Abstract
Full text (PDF)Full text (PDF)
Biographical notes
Bibliography

Toolbox

Save Delete
PDFDownload
Cite this article
Share

Abstracts

Abstract

The intricate nature of socio-scientific issues has gained traction among researchers in recent decades. This study explores educational research focused on socio-scientific issues over the last 21 years (2002-2023) using the bibliometric method. The analysis of 350 Scopus-indexed articles was conducted, examining publication trends, influential contributors, and research trajectories through citation, co-occurrence, and co-citation analyses. Co-citation analysis reveals a complex intellectual structure within the field, with a dominant cluster of influential authors and several smaller, specialized research communities emerging. Analysis revealed that the major themes discussed by the examined articles include the nature of science, climate-change decision-making, and education for sustainability, which are crucial in addressing contemporary challenges in education and society. This study highlights the significance of fostering interdisciplinary cooperation and integration of technological aspects into future research. It also identifies the necessity of addressing gaps in research resources, improving knowledge accessibility, and strengthening international collaborations for the field's advancement.

Keywords:

Socio-Scientific Issues,
Educational Research,
Bibliometric Analysis

Download the article in PDF to read it.

Download

Appendices

Biographical notes

Binesh Narayanan is a research scholar in the Department of Education at Central University of Kerala, India. His research focuses on science education.

Amruth G. Kumar is a professor in the Department of Education at Central University of Kerala, India. Professor Amruth's scholarly interests include critical theory in education, neoliberal policies in education, and policy analysis in education.

Dinesh Gunasekaran is a research scholar in the Department of Education at Central University of Kerala, India. His research focuses on multicultural education.

Rajasree Vengayil is a research scholar in the Department of Education at Central University of Kerala, India. Her research focuses on mathematical education.

Krithika Maduvegadde is a research scholar in the Department of Education at Central University of Kerala, India. Her research focuses on mathematics education.

Nirmala Alampady is a research scholar in the Department of Education at the Central University of Kerala, India. Her research focuses on pre-primary education.

Bibliography

A framework for K-12 science education. (2012). In A Framework for K-12 Science Education. https://doi.org/10.17226/13165
10.17226/13165 Google Scholar
Aghaei Chadegani, A., Salehi, H., Md Yunus, M. M., Farhadi, H., Fooladi, M., Farhadi, M., & Ale Ebrahim, N. (2013). A comparison between two main academic literature collections: Web of science and scopus databases. Asian Social Science, 9(5). https://doi.org/10.5539/ass.v9n5p18
10.5539/ass.v9n5p18 Google Scholar
Badeo, J. M., & Duque, D. A. (2022). The effect of socio-scientific issues (SSI) in teaching science: A meta-analysis study. Journal of Technology and Science Education, 12(2), 291. https://doi.org/10.3926/jotse.1340
10.3926/jotse.1340 Google Scholar
Ban, S., & Mahmud, S. N. D. (2023). Research and trends in socio-scientific issues education: A content analysis of journal publications from 2004 to 2022. Sustainability, 15(15), 11841. https://doi.org/10.3390/su151511841
10.3390/su151511841 Google Scholar
Barab, S. A., Sadler, T. D., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16(1), 59–82. https://doi.org/10.1007/s10956-006-9033-3
10.1007/s10956-006-9033-3 Google Scholar
Barzilai, S., & Chinn, C. A. (2020). A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems. Educational Psychologist, 55(3), 107–119. https://doi.org/10.1080/00461520.2020.1786388
10.1080/00461520.2020.1786388 Google Scholar
Bayer, A. E., Smart, J. C., & McLaughlin, G. W. (1990). Mapping intellectual structure of a scientific subfield through author cocitations. Journal of the American Society for Information Science, 41(6), 444–452. https://doi.org/https://doi.org/10.1002/(SICI)1097-4571(199009)41:6<444::AID-ASI12>3.0.CO;2-J
10.1002/(SICI)1097-4571(199009)41:6<444::AID-ASI12>3.0.CO;2-J Google Scholar
Ben-Horin, H., Kali, Y., & Tal, T. (2023). The fifth dimension in socio-scientific reasoning: Promoting decision-making about socio-scientific issues in a community. Sustainability (Switzerland), 15(12). https://doi.org/10.3390/su15129708
10.3390/su15129708 Google Scholar
Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336–371. https://doi.org/10.3102/0034654310376953
10.3102/0034654310376953 Google Scholar
Chowdhury, T. B. M., Holbrook, J., & Rannikmäe, M. (2020). Socioscientific issues within science education and their role in promoting the desired citizenry. Science Education International, 31(2), 203–208. https://doi.org/10.33828/sei.v31.i2.10
10.33828/sei.v31.i2.10 Google Scholar
Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). Science mapping software tools: Review, analysis, and cooperative study among tools. Journal of the American Society for Information Science and Technology, 62(7). https://doi.org/10.1002/asi.21525
10.1002/asi.21525 Google Scholar
Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics. Research in Science Education, 40(2), 133–148. https://doi.org/10.1007/s11165-008-9104-y
10.1007/s11165-008-9104-y Google Scholar
Dede, E., & Ozdemir, E. (2022). Mapping and performance evaluation of mathematics education research in Turkey: A bibliometric analysis from 2005 to 2021. Journal of Pedagogical Research, 6(4). https://doi.org/10.33902/JPR.202216829
10.33902/JPR.202216829 Google Scholar
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. https://doi.org/https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A Google Scholar
Ebrahim, N. A., Salehi, H., Embi, M. A., Tanha, F. H., Gholizadeh, H., Motahar, S. M., & Ordi, A. (2013). Effective strategies for increasing citation frequency. International Education Studies, 6(11), p93. https://doi.org/10.5539/IES.V6N11P93
10.5539/ies.v6n11p93 Google Scholar
Eilks, I. (2015). Science education and education for sustainable development - justifications, models, practices and perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 149–158. https://doi.org/10.12973/eurasia.2015.1313a
10.12973/eurasia.2015.1313a Google Scholar
Evagorou, M., Jimenez-Aleixandre, M. P., & Osborne, J. (2012). “Should we kill the grey squirrels?” A study exploring students’ justifications and decision-making. International Journal of Science Education, 34(3), 401–428. https://doi.org/10.1080/09500693.2011.619211
10.1080/09500693.2011.619211 Google Scholar
Evren-Yapicioglu, A. (2018). Advantages and Disadvantages of Socioscientific Issue-Based Instruction in Science Classrooms. International Online Journal of Education and Teaching, 5(2), 361–374.
Google Scholar
Furberg, A., & Ludvigsen, S. (2008). Students’ meaning-making of socioscientific issues in computer mediated settings: Exploring learning through interaction trajectories. International Journal of Science Education, 30(13), 1775–1799. https://doi.org/10.1080/09500690701543617
10.1080/09500690701543617 Google Scholar
Grace, M. (2009). Developing high quality decision-making discussions about biological conservation in a normal classroom setting. International Journal of Science Education, 31(4), 551–570. https://doi.org/10.1080/09500690701744595
10.1080/09500690701744595 Google Scholar
Gunasekaran, D., Kumar, A. G., & A., N. (2022). Multicultural education in India: A historical exploration. The International Journal of Interdisciplinary Cultural Studies, 17(2), 75–82. https://doi.org/10.18848/2327-008X/CGP/v17i02/75-82
10.18848/2327-008X/CGP/v17i02/75-82 Google Scholar
Haddow, G., & Genoni, P. (2010). Citation analysis and peer ranking of Australian social science journals. Scientometrics, 85(2). https://doi.org/10.1007/s11192-010-0198-4
10.1007/s11192-010-0198-4 Google Scholar
Hancock, T. S., Friedrichsen, P. J., Kinslow, A. T., & Sadler, T. D. (2019). Selecting socio-scientific issues for teaching: A grounded theory study of how science teachers collaboratively design SSI-based curricula. Science and Education, 28(6–7), 639–667. https://doi.org/10.1007/s11191-019-00065-x
10.1007/s11191-019-00065-x Google Scholar
Hingant, B., & Albe, V. (2010). Nanosciences and nanotechnologies learning and teaching in secondary education: A review of literature. Studies in Science Education, 46(2), 121–152. https://doi.org/10.1080/03057267.2010.504543
10.1080/03057267.2010.504543 Google Scholar
Hirsch, J. E. (2005). An index to quantify an individual’s scientific research output. Proceedings of the National Academy of Sciences of the United States of America, 102(46). https://doi.org/10.1073/pnas.0507655102
10.1073/pnas.0507655102 Google Scholar
Hota, P. K., Subramanian, B., & Narayanamurthy, G. (2020). Mapping the intellectual structure of social entrepreneurship research: A citation/co-citation analysis. Journal of Business Ethics, 166(1). https://doi.org/10.1007/s10551-019-04129-4
10.1007/s10551-019-04129-4 Google Scholar
Ignatow, G., & Robinson, L. (2017). Pierre Bourdieu: Theorizing the digital. Information Communication and Society, 20(7). https://doi.org/10.1080/1369118X.2017.1301519
10.1080/1369118X.2017.1301519 Google Scholar
Iordanou, K., & Constantinou, C. P. (2014). Developing pre-service teachers’ evidence-based argumentation skills on socio-scientific issues. Learning and Instruction, 34, 42–57. https://doi.org/10.1016/j.learninstruc.2014.07.004
10.1016/j.learninstruc.2014.07.004 Google Scholar
Jan van Eck, N., & Waltman, L. (2023). VOSviewer Manual.
Google Scholar
José de Oliveira, O., Francisco da Silva, F., Juliani, F., César Ferreira Motta Barbosa, L., & Vieira Nunhes, T. (2019). Bibliometric method for mapping the state-of-the-art and Identifying Research Gaps and Trends in Literature: An Essential Instrument to Support the development of scientific projects. In Scientometrics Recent Advances. https://doi.org/10.5772/intechopen.85856
10.5772/intechopen.85856 Google Scholar
Jukola, P. (2007). Education+: Creativity and multidisciplinary skills. International Astronautical Federation - 58th International Astronautical Congress 2007, 12.
Google Scholar
Kahn, S., & Zeidler, D. L. (2019). A conceptual analysis of perspective taking in support of socioscientific reasoning. Science and Education, 28(6–7), 605–638. https://doi.org/10.1007/s11191-019-00044-2
10.1007/s11191-019-00044-2 Google Scholar
Kavitha, K., & Joshith, V. P. (2024). The transformative trajectory of artificial intelligence in education: The two decades of bibliometric retrospect. Journal of Educational Technology Systems, 52(3), 376–405. https://doi.org/10.1177/00472395241231815
10.1177/00472395241231815 Google Scholar
Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2021). Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues. Science and Education, 30(3), 589–607. https://doi.org/10.1007/s11191-021-00206-1
10.1007/s11191-021-00206-1 Google Scholar
Khotinets, V. Yu., & Shishova, E. O. (2023). Cultural and educational environment in the development of younger schoolchildren’s creative potential. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1178535
10.3389/fpsyg.2023.1178535 Google Scholar
Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3). https://doi.org/10.1002/sce.1011
10.1002/sce.1011 Google Scholar
Kuhn, D. (1991). The skills of argument. In The skills of argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511571350
10.1017/CBO9780511571350 Google Scholar
Kumar, V., Choudhary, S. K., & Singh, R. (2024). Environmental socio-scientific issues as contexts in developing scientific literacy in science education: A systematic literature review. Social Sciences & Humanities Open, 9, 100765. https://doi.org/10.1016/j.ssaho.2023.100765
10.1016/j.ssaho.2023.100765 Google Scholar
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465. https://doi.org/10.2307/1163320
10.3102/00028312032003465 Google Scholar
Li, Y., & Guo, M. (2021). Scientific literacy in communicating science and socio-scientific issues: Prospects and challenges. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.758000
10.3389/fpsyg.2021.758000 Google Scholar
Lim, W. M., Kumar, S., & Donthu, N. (2024). How to combine and clean bibliometric data and use bibliometric tools synergistically: Guidelines using metaverse research. Journal of Business Research, 182, 114760. https://doi.org/10.1016/j.jbusres.2024.114760
10.1016/j.jbusres.2024.114760 Google Scholar
López-Fernández, M. D. M., González-García, F., & Franco-Mariscal, A. J. (2022). How can socio-scientific issues help develop critical thinking in chemistry education? A reflection on the problem of plastics. Journal of Chemical Education, 99(10), 3435–3442. https://doi.org/10.1021/acs.jchemed.2c00223
10.1021/acs.jchemed.2c00223 Google Scholar
Mariotti, C. (2022). Elite theory. In A. & F. C. S. & B. A. S. Harris Phil & Bitonti (Eds.), The Palgrave encyclopedia of interest groups, lobbying and public affairs (pp. 427–432). Springer International Publishing. https://doi.org/10.1007/978-3-030-44556-0_67
10.1007/978-3-030-44556-0_67 Google Scholar
Meisner, R., vom Lehn, D., Heath, C., Burch, A., Gammon, B., & Reisman, M. (2007). Exhibiting performance: Co‐participation in science centres and museums. International Journal of Science Education, 29(12), 1531–1555. https://doi.org/10.1080/09500690701494050
10.1080/09500690701494050 Google Scholar
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/J.IJSU.2010.02.007
10.1016/j.ijsu.2010.02.007 Google Scholar
Molinatti, G., Girault, Y., & Hammond, C. (2010). High school students debate the use of embryonic stem cells: The influence of context on decision-making. International Journal of Science Education, 32(16), 2235–2251. https://doi.org/10.1080/09500691003622612
10.1080/09500691003622612 Google Scholar
Mongeon, P., Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106, 213–228. https://doi.org/10.1007/s11192-015-1765-5
10.1007/s11192-015-1765-5 Google Scholar
National Science Education Standards. (1996). National Academies Press. https://doi.org/10.17226/4962
10.17226/4962 Google Scholar
Next Generation Science Standards. (2013). National Academies Press. https://doi.org/10.17226/18290
10.17226/18290 Google Scholar
Nissani, M. (1997). Ten cheers for interdisciplinarity: The case for interdisciplinary knowledge and research. Social Science Journal, 34(2). https://doi.org/10.1016/S0362-3319(97)90051-3
10.1016/S0362-3319(97)90051-3 Google Scholar
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10). https://doi.org/10.1002/tea.20035
10.1002/tea.20035 Google Scholar
Özcan, E., & Balım, A. G. (2021). The effect of socio-scientific argumentation method on students’ entrepreneurship perceptions. Participatory Educational Research, 8(1), 309–321. https://doi.org/10.17275/per.21.18.8.1
10.17275/per.21.18.8.1 Google Scholar
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3). https://doi.org/10.1002/tea.3660020306
10.1002/tea.3660020306 Google Scholar
Ratcliffe, M., & Grace, M. (2005). Science education for citizenship : Teaching socio-scientific issues. British Educational Research Journal, 31(6).
Google Scholar
Rauchfleisch, A., & Schäfer, M. S. (2018). Structure and development of science communication research: Co-citation analysis of a developing field. Journal of Science Communication, 17(3). https://doi.org/10.22323/2.17030207
10.22323/2.17030207 Google Scholar
Rossini, P. (2024). Networks as interpretative frameworks: Using co-citation analysis to explore large corpora of early modern letters. Digital Scholarship in the Humanities, 39(1). https://doi.org/10.1093/llc/fqad086
10.1093/llc/fqad086 Google Scholar
Sadler, T. D. (2004a). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. https://doi.org/10.1002/tea.20009
10.1002/tea.20009 Google Scholar
Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1). https://doi.org/10.1080/03057260802681839
10.1080/03057260802681839 Google Scholar
Sadler, T. D. (2011a). Situating socio-scientific issues in classrooms as a means of achieving goals of science education. 1–9. https://doi.org/10.1007/978-94-007-1159-4_1
10.1007/978-94-007-1159-4_1 Google Scholar
Sadler, T. D. (2011b). Socio-scientific issues-based education: What we know about science education in the context of SSI. https://doi.org/10.1007/978-94-007-1159-4_20
10.1007/978-94-007-1159-4_20 Google Scholar
Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371–391. https://doi.org/10.1007/S11165-006-9030-9/FIGURES/3
Google Scholar
Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463–1488. https://doi.org/10.1080/09500690600708717
10.1080/09500690600708717 Google Scholar
Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88(1). https://doi.org/10.1002/sce.10101
10.1002/sce.10101 Google Scholar
Sadler, T. D., & Zeidler, D. L. (2005a). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1). https://doi.org/10.1002/tea.20042
10.1002/tea.20042 Google Scholar
Sadler, T. D., & Zeidler, D. L. (2005b). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71–93. https://doi.org/10.1002/SCE.20023
10.1002/sce.20023 Google Scholar
Schenk, L., Hamza, K., Arvanitis, L., Lundegård, I., Wojcik, A., & Haglund, K. (2021). Socioscientific issues in science education: An opportunity to incorporate education about risk and risk analysis? Risk Analysis, 41(12), 2209–2219. https://doi.org/10.1111/risa.13737
10.1111/risa.13737 Google Scholar
Simonneaux, L., & Simonneaux, J. (2009). Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development. Cultural Studies of Science Education, 4(3), 657–687. https://doi.org/10.1007/s11422-008-9141-x
10.1007/s11422-008-9141-x Google Scholar
Sjöström, J., Frerichs, N., Zuin, V. G., & Eilks, I. (2017). Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning. Studies in Science Education, 53(2), 165–192. https://doi.org/10.1080/03057267.2017.1384649
10.1080/03057267.2017.1384649 Google Scholar
Tahamtan, I., Safipour Afshar, A. & Ahamdzadeh, K. (2016). Factors affecting number of citations: A comprehensive review of the literature. Scientometrics, 107, 1195–1225. https://doi.org/10.1007/s11192-016-1889-2
10.1007/s11192-016-1889-2 Google Scholar
Tang, K.-Y., Lin, T.-C., & Hsu, Y.-S. (2024). Status and trends of socioscientific issues in educational literature: Insights and extensions from a co-word analysis. International Journal of Science Education, 46(11), 1073–1097. https://doi.org/10.1080/09500693.2023.2272603
10.1080/09500693.2023.2272603 Google Scholar
Tidemand, S., & Nielsen, J. A. (2017). The role of socioscientific issues in biology teaching: From the perspective of teachers. International Journal of Science Education, 39(1), 44–61. https://doi.org/10.1080/09500693.2016.1264644
10.1080/09500693.2016.1264644 Google Scholar
Tomas, L., Rigano, D., & Ritchie, S. M. (2016). Students’ regulation of their emotions in a science classroom. Wiley Periodicals, Inc. J Res Sci Teach, 53(2), 234–260. https://doi.org/10.1002/tea.21304
10.1002/tea.21304 Google Scholar
Tomaszewski, R. (2023). Visibility, impact, and applications of bibliometric software tools through citation analysis. Scientometrics, 128(7), 4007–4028. https://doi.org/10.1007/s11192-023-04725-2
10.1007/s11192-023-04725-2 Google Scholar
Toulmin, S. (1958). The uses of argument (Issue 130). Cambridge University Press.
Google Scholar
Van Raan, A. (2003). The use of bibliometric analysis in research performance assessment and monitoring of interdisciplinary scientific developments. TATuP - Zeitschrift Für Technikfolgenabschätzung in Theorie Und Praxis, 12(1). https://doi.org/10.14512/tatup.12.1.20
10.14512/tatup.12.1.20 Google Scholar
Wei, F., & Zhang, G. (2020). A document co-citation analysis method for investigating emerging trends and new developments: A case of twenty-four leading business journals. Information Research, 25(1).
Google Scholar
Wheeler, J., Pham, N. M., Arlitsch, K., & Shanks, J. D. (2022). Impact factions: Assessing the citation impact of different types of open access repositories. Scientometrics, 127(8). https://doi.org/10.1007/s11192-022-04467-7
10.1007/s11192-022-04467-7 Google Scholar
Wirzal, M. D. H., Nordin, N. A. H. M., Bustam, M. A., & Joselevich, M. (2022). Bibliometric analysis of research on scientific literacy between 2018 and 2022: Science education subject. International Journal of Essential Competencies in Education, 1(2), 69–83. https://doi.org/10.36312/ijece.v1i2.1070
10.36312/ijece.v1i2.1070 Google Scholar
Yang, J., & Liu, Z. (2022). The effect of citation behaviour on knowledge diffusion and intellectual structure. Journal of Informetrics, 16(1). https://doi.org/10.1016/j.joi.2021.101225
10.1016/j.joi.2021.101225 Google Scholar
Zakaria, R., Ahmi, A., Ahmad, A. H., & Othman, Z. (2021). Worldwide melatonin research: A bibliometric analysis of the published literature between 2015 and 2019. Chronobiology International, 38(1), 27–37. https://doi.org/10.1080/07420528.2020.1838534
10.1080/07420528.2020.1838534 Google Scholar
Zangori, L., Peel, A., Kinslow, A., Friedrichsen, P., & Sadler, T. D. (2017). Student development of model-based reasoning about carbon cycling and climate change in a socio-scientific issues unit. Journal of Research in Science Teaching, 54(10), 1249–1273. https://doi.org/10.1002/tea.21404
10.1002/tea.21404 Google Scholar
Zeidler, D. (2015). Socioscientific issues. Encyclopedia of Science Education, 998–1003. https://doi.org/10.1007/978-94-007-2150-0_314
10.1007/978-94-007-2150-0_314 Google Scholar
Zeidler, D. L. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49–58.
10.1007/BF03173684 Google Scholar
Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009a). Advancing reflective judgment through socioscientific issues. Journal of Research in Science Teaching, 46(1), 74–101. https://doi.org/10.1002/TEA.20281
10.1002/tea.20281 Google Scholar
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048
10.1002/sce.20048 Google Scholar
Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), 343–367. https://doi.org/10.1002/sce.10025
10.1002/sce.10025 Google Scholar
Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. https://doi.org/10.1002/tea.10008
10.1002/tea.10008 Google Scholar
Zupic, I., & Čater, T. (2014). Bibliometric methods in management and organization. Https://Doi.Org/10.1177/1094428114562629,18(3), 429–472. https://doi.org/10.1177/1094428114562629
10.1177/1094428114562629 Google Scholar

Abstracts

Abstract

Appendices

Biographical notes

Bibliography

Citation Tools

Cite this article

Export the record for this article