Science is an area of study that can have far reaching implications, influencing and influenced by all aspects of society including politics, ethics, and personal opinions. Science is about more than just the facts, but the process of development and the implications of science knowledge. The main objective of this thesis project is to create socioscientific issues (SSI) based lessons and support material that are NGSS aligned and can easily fit into high school science teachers’ current curriculum. The material should help to introduce students to science topics that also involve ethical or societal issues that do not always have straight forward and easy answers. The material developed includes two SSI lessons and numerous support documents. The lessons include one on human genome editing and one on the development and testing of genetically modified mosquitos. The support documents are more generally applicable to all areas of science and include guidance and tips for implementing SSI lessons, forming science arguments, having class discussions on controversial topics, and researching science topics. The material was reviewed by seven qualified science teachers who provided feedback on the lessons as well as ideas on what support material would best help with implementing SSI. The feedback was used to determine what support material to develop as well as to revise the lessons. Overall, the feedback was encouraging and reinforced the wide-reaching potential of the support material in high school science classes. Further testing in the classroom is needed to help provide more evidence on the effectiveness of the material.
|Commitee:||Colburn, Alan, Klig, Lisa|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 81/1(E), Masters Abstracts International|
|Subjects:||Science education, Secondary education, Curriculum development|
|Keywords:||Argumentation, Biology lesson, NGSS, Science curriculum, Secondary education, Socioscientific issues|
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