Marc Stuckey’s research while affiliated with Laboratoire Information Génomique et Structurale and other places

... During the past decade, science education scholars have introduced multiple approaches to support the relevance of science studies. For example, researchers have developed interesting contexts such as industrial chemistry and chemistry of tattoos that young people might experience relevant (Hofstein and Kesner, 2006;Stuckey and Eilks, 2014;Eilks et al., 2018). Blonder and Mamlok-Naaman (2019) evaluated the possibilities and challenges of using historical and contemporary approaches in science education. ...

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Promoting institutional collaboration through a joint project-based learning course: a case study of upper secondary school and university students’ experienced relevance

... In the recent decade, teacher arranged their learning using a curriculum based on issues. Socioscientific issues based on the 4-pillars model (Eilks et al., 2018) that explained in Table 1. The author reduces data on 20 journals that discussed the SSI approach. ...

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Research Trend of Socio Scientific Issues on Chemical Kinetic Materials: Literature Review

... Job shadowing and site visits are seen as part of informal and formal activities. Informal activities may reinforce the intellectual demands, focusing on topics in modern science, connected to the learning preferences of young people (Anderson et al., 2003;Belova et al., 2015). It is important to realise that job shadowing and site visits need to be relevant to diverse learners' needs, influencing science education and teaching practices, and encouraging positive attitudes towards scientific careers (EU, 2004). ...

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Supporting career awareness through job shadowing and industry site visits

... However, the relatively narrow assessment of NE-NOS clearly requires further refinement, for example, learning about the role of science in society is necessary to enable students to become future responsible citizens (Hofstein et al., 2011). Specifically, understanding the interplay between science and society-specifically how various interest groups utilize scientific information-equips students to make better-informed choices on socio-scientific issues (Hofstein et al., 2011;Stuckey et al., 2015). The NE-NOS also provides further insights into science as a social institution (Irzik & Nola, 2014), encompassing the public communication of scientific information (Martins, 2016;Stuckey et al., 2015) and its engagement with societal and cultural contexts Dagher & Erduran, 2016;Rutherford & Ahlgren, 1990). ...

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Development and Validation of an Instrument to Assess Pre-service Physics Teachers’ Views on Non-Epistemic Nature of Science

... 4 In this respect, action research seems to be one of the possible remedies as it combines academic research with practice, e.g. 5,6 The teacher plans and systematically verifies the learning process, the teacher is a part of the research process and not only subject to investigation or a non-participating observer. 3,4,7 The presented action research was guided by a definition by Cohen, et al., 8 who point it out as an on-the-spot procedure which focuses on a specific problem located in a current situation. ...

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Developing Students’ Problem-Solving Skills Using Learning Tasks: an Action Research Project in Secondary School

... The Socio-Scientific Issues-based teaching approach was one of the main focuses for PROFILES consortium partners in the framework of the project. The project partners developed many modules based on the socioscientific teaching approach (Kennedy & Lucey, 2014;Schindler et al., 2014). All PROFILES teaching and learning materials (modules) were shared among the partners and disseminated via the partners' websites as an open resource. ...

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The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

... Diese Erkenntnis und das Wissen darüber, dass insbesondere public-sphere actions (nationale Gesetze, Verbote, Regulationen) zu weitreichenden Veränderungen führen, lässt die Schlussfolgerung zu, dass junge Menschen, die in der Schule auf verantwortungsvolle Aufgaben vorbereiten werden sollen, sinnvoll vernetztes Systemwissen gekoppelt an gesellschaftliche Handlungsmöglichkeiten vermittelt bekommen sollten.5.2.2 Bewertungskompetenz wird zum wichtigsten Kompetenzbereich in verantwortungsvollen PositionenIm vorherigen Abschnitt wird deutlich: Fachwissen ist als Bewertungsgrundlage eine notwendige Grundlage für Entscheidungsträger*innen. Das beurteilen können von Informationen und Wissensquellen bekommt dabei eine höhere Priorität als detailliertes Fachwissen und wird so als wichtigster Kompetenzbereich von den interviewten Personen eingeschätzt. Studien zur Bewertungskompetenz bei Schüler*innen zeigen jedoch, dass naturwissenschaftliches Fachwissen beim Bewerten in der Regel nicht herangezogen wird(Heitmann & Tiemann, 2011;Menthe, 2012;Sander & Höttecke, 2015;Stuckey et al., 2011). Interessant sind hier die Unterschiede, die sich bei den Entscheidungsträger*innen zu den Ergebnissen der o.a. ...

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Vom Fachwissen zur Bewertung? Naturwissenschaftliche Kompetenzen für Verantwortungsträger*innen

... In science education, this is often referred to as socio-scientific issues (SSI), which are often seen as a special type of contextbased learning in the design of science curricula. The thematization or problematization of SSIs in science education is important to ensure that the science curricula are relevant and to promote interest in learning science [68]: "There has been many attempts to address students' lack of interest in learning science through context based science education, such as the Science-Technology-Society movement, which highlight societal issues to enhance students' critical thinking skills and social responsibility" ([69], p. 2). ...

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From TPACK to DPACK: The “Digitality-Related Pedagogical and Content Knowledge”-Model in STEM-Education

... Research indicates that the term relevance in science takes various dimensions. Such was the view taken by Stuckey, Sperling, Mamlok-Naaman, Hofstein & Eilks (2014). In science education, there are three dimensions of relevance (Stuckey, Hofstein, Mamlok-Naaman & Eilks, 2013) viz: individual, societal and vocational. ...

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Impact of physical fitness activities on students' Basic Science achievement in selected Nigerian secondary schools

... In the core section, the e-module presents learning activities based on the socio-critical and problem-oriented stages developed by Eilks et al. The learning stages developed by Eilks et al. [13] consist of textual approach and problem analysis, clarification of science background through practicum, continuing the socio-scientific dimension, discussion and evaluation with different viewpoints, and meta-reflection. The socio-critical and problem-oriented learning stages meet the criteria and are by socio-scientific issues base. ...

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Development of E-Modules Based on Socio-Scientific Issues to Improve Students' Science Literacy Skills on Temperature and Heat Materials