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Working with SSI: Factors influencing emotional and cognitive outcomes
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UMSER)
Högskolan Kristianstad.
2009 (English)Conference paper (Refereed)
Abstract [en]

According to many stakeholders, there is a strong need to renew science education to bring about a radical change in young people’s interest in science. A suggested way could be to focus more on scientific literacy than science literacy and to work with socio-scientific issues (SSI). This evidence-based research project investigates what happens with interest, knowledge and self-efficacy when students in lower secondary school work with such issues. Here we present results from the quantitative part of the study with a focus on the relations between personal and situational factors and their relative effects on learning experiences and outcomes. Two questionnaires were developed, one pre-SSI work to describe common work forms and pupils’ personal characteristics from several aspects and one post-SSI work to measure the situational characteristics of the SSI work and its cognitive/behavioural and affective outcomes. Results show that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work are important aspects. In general, SSI seems to be most efficient for pupils who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious.

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URN: urn:nbn:se:umu:diva-37642OAI: diva2:369536
European Science Education Research Asociation
Available from: 2010-11-10 Created: 2010-11-10 Last updated: 2013-12-10Bibliographically approved

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Winberg, Mikael
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Department of Science and Mathematics Education

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