印度尼西亚未来教师的科学思维习惯：在地方和全球社会科学问题背景下的跨年级研究

Indonesian Prospective Teachers' Scientific Habits of Mind:A Cross‑Grade Study in the Context of Local and Global Socio‑scientific Issues.

作者信息

Wiyarsi Antuni, Çalik Muammer, Priyambodo Erfan, Dina Dina

机构信息

Faculty of Mathematics and Natural Science, Department of Chemistry Education, Yogyakarta State University, Yogyakarta, Indonesia.

Fatih Faculty of Education, Department of Elementary Teacher Education, Trabzon University, Sogutlu, Trabzon Türkiye.

出版信息

Sci Educ (Dordr). 2023 Mar 25:1-27. doi: 10.1007/s11191-023-00429-4.

DOI:10.1007/s11191-023-00429-4

PMID:37359261

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10039341/

Abstract

UNLABELLED

This study explored Indonesian prospective teachers' views on the adapted (including global socio-scientific issues) and revisited (including local socio-scientific issues) versions of the scientific habits of mind (SHOM) scale and compared their SHOM levels concerning teacher education programs and grades. The sample of the study consisted of 1298 Indonesian prospective teachers drawn from departments of chemistry education, biology education, science education, elementary teacher education, and mathematics education. The adapted and revisited versions of SHOM scale were used to collect data. The result showed that the locality of socio-scientific issues (SSI), grade, and teacher education program somewhat influenced the Indonesian prospective teachers' SHOM levels. Also, their familiarity with local SSI acted as a cornerstone to make a decision about SSI via SHOM. This study suggests that teacher education programs should be enriched with undergraduate courses (e.g., integrating SSI into SHOM, measuring SSI with SHOM, ethnoscience through SSI and SHOM) to stimulate the Indonesian prospective teachers' SHOM levels via SSI.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s11191-023-00429-4.

摘要

未标注

本研究探讨了印度尼西亚未来教师对科学思维习惯（SHOM）量表的改编版（包括全球社会科学问题）和修订版（包括当地社会科学问题）的看法，并比较了他们在教师教育项目和年级方面的SHOM水平。该研究样本包括1298名来自化学教育、生物教育、科学教育、小学教师教育和数学教育系的印度尼西亚未来教师。使用SHOM量表的改编版和修订版来收集数据。结果表明，社会科学问题（SSI）的所在地、年级和教师教育项目在一定程度上影响了印度尼西亚未来教师的SHOM水平。此外，他们对当地SSI的熟悉程度是通过SHOM对SSI做出决策的基石。本研究表明，教师教育项目应通过本科课程（如将SSI融入SHOM、用SHOM衡量SSI、通过SSI和SHOM进行民族科学）来丰富，以通过SSI提高印度尼西亚未来教师的SHOM水平。