Socio-scientific issues in science education

implications for the professional development of teachers

Donald S Gray, T. G. K. Bryce

Research output: Contribution to journal › Article

25 Citations (Scopus)

Abstract

This paper offers a critique of existing models of continuing professional development (CPD) courses for science teachers in the light of recent thinking about the nature of the subject (in particular, the arguments associated with 'post-normal science') and the challenges presented by the teaching of controversial socio-scientific issues (especially topics like bio-technology and genetic modification). An analysis of the outcomes and limitations of an 'up-date/top-down' kind of CPD is used to argue that future forms of effective CPD must involve teachers in reflecting on the scientific, the social and the pedagogical dimensions to 'new science', and the relationships between them in the interests of improved classroom learning.
Original languageEnglish
Pages (from-to)171-192
Number of pages21
JournalCambridge Journal of Education
Volume36
Issue number2
DOIs
Publication statusPublished - Jun 2006

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Keywords

  • educational research

Cite this

Socio-scientific issues in science education : implications for the professional development of teachers. / Gray, Donald S; Bryce, T. G. K.

In: Cambridge Journal of Education, Vol. 36, No. 2, 06.2006, p. 171-192.

Research output: Contribution to journal › Article

Gray, DS & Bryce, TGK 2006, 'Socio-scientific issues in science education: implications for the professional development of teachers', Cambridge Journal of Education, vol. 36, no. 2, pp. 171-192. https://doi.org/10.1080/03057640600718489
Gray DS, Bryce TGK. Socio-scientific issues in science education: implications for the professional development of teachers. Cambridge Journal of Education. 2006 Jun;36(2):171-192. https://doi.org/10.1080/03057640600718489
Gray, Donald S ; Bryce, T. G. K. / Socio-scientific issues in science education : implications for the professional development of teachers. In: Cambridge Journal of Education. 2006 ; Vol. 36, No. 2. pp. 171-192.
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