Introducing Model-Based Instruction for SSI Teaching in Primary Pre-service Teacher Education

Abstract

In the present study, we designed and implemented a research-based initial training for primary-school teachers from the scientific practices framework. The aim is to help teachers understand what Socio-Scientific Issues (SSI) are and to be able to teach them, in addition to helping pupils learn key scientific ideas. Under the constant guidance and support of teacher educators, three pre-service teachers (PTs) designed and implemented SSI lesson plans in primary schools, and reflected on the process. Results show that the SSI context facilitates the development of more innovative lesson plans, as PTs’ final lesson plans improved from initial designs in several aspects (i.e. the problematization of the topic, inclusion of scientific content, or the use of formative assessment). Pre-service teachers were able to teach successful SSI lessons and they were aware of their learning process throughout the training, although important challenges arose during the design and implementation of the SSI activities. The most relevant were the difficulties of including scientific content and the difficulty to have a balanced dialogic role in a manner that was sufficiently but not too guided. Above all, PTs were able to critically reflect on their teaching practices and think of new and mature ways to overcome these important challenges, resulting in important professional development during their initial training in SSI.