Skip to main content

Advertisement

Log in

Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox – including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aikenhead G.S. (1994) What is STS Science Teaching? In: Solomon J., Aikenhead G. (eds), STS Education: International Perspectives in Reform, Teachers College Press, New York, pp 47–59

    Google Scholar 

  • Bandura A. (1995) Self-efficacy in Changing Societies. Cambridge University Press, New York

    Google Scholar 

  • Beijaard D., Verloop N.,Vermunt J.D. (2000) Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective. Teaching and Teacher Education 16(7):749–764

    Article  Google Scholar 

  • Bencze L., Hewitt J., Pedretti E. (2001) Multi-media Case Methods in Pre-service Science Education: Enabling an Apprenticeship for Praxis. Research in Science Education 31(2):191–209

    Article  Google Scholar 

  • Bencze L., Hewitt J., Pedretti E., Yoon S., Perris K., van Oostveen R. (2003) Science-specialist Student–teachers Consider Promoting Technological Design Projects: Contributions of Multi-media Case Methods. Research in Science Education 33(2):163–187

    Article  Google Scholar 

  • Brickhouse N. (1990) Teachers’ Beliefs About the Nature of Science and Their Relationship to Classroom Practice. Journal of Teacher Education 41:53–62

    Article  Google Scholar 

  • Brophy J. (2004) Using Video in Teacher Education. Elsevier, New York

    Google Scholar 

  • Cannings T., Talley S. (2002) Multimedia and Online Video Case Studies for Preservice Teacher Preparation. Education and Information Technologies 7(4):359–367

    Article  Google Scholar 

  • Council of Ministers of Education: 1997, Pan-Canadian Protocol for Collaboration on School Curriculum, Canada

  • Cresswell J.W. (1998) Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Sage, Thousand Oaks, CA

    Google Scholar 

  • Cross R.T., Price R. (1996) Science Teachers’ Social Conscience and the Role of Controversial Issues in the Teaching of Science. Journal of Research in Science Teaching 33(3):319–333

    Article  Google Scholar 

  • Elbaz F. (1983) Teacher Thinking: A Study of Practical Knowledge. Croom Helm, London

    Google Scholar 

  • Goodson I. (1992) Studying Teachers’ Lives. Teachers College Press, New York

    Google Scholar 

  • Helms J.V. (1998) Science—and Me: Subject Matter and Identity in Secondary School Science Teachers. Journal of Research in Science Teaching 35(7):811–834

    Article  Google Scholar 

  • Hewitt J., Pedretti E., Bencze L., Vaillancourt B.D., Yoon S. (2003) New Applications for Multimedia Cases: Promoting Reflective Practice in Preservice Teacher Education. Journal of Technology and Teacher Education 11(4):483–500

    Google Scholar 

  • Hodson D. (1998) Teaching and Learning Science: Towards a Personalized Approach. Open University Press, Philadelphia

    Google Scholar 

  • Hodson D. (2003) Time for Action: Science Education for an Alternative Future. International Journal of science Education 25(6):645–670

    Article  Google Scholar 

  • Hughes G. (2000) Marginalization of Socioscientific Material in Science-Technology-Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform. Journal of Research In Science Teaching 37(5):426–440

    Article  Google Scholar 

  • Koballa T., Tippins D. (2000) Cases in Middle and Secondary Science Education: The Promise and Dilemmas. Merrill Prentice Hall, Columbus, OH

    Google Scholar 

  • Lederman N. (1992) Students’ and Teachers’ Conceptions of the Nature of science: A Review of the Research. Journal of Research in Science Teaching 29(4):331–359

    Article  Google Scholar 

  • Lincoln Y.S., Guba E.G. (2000) Paradigmatic Controversies, Contradictions, and Emerging Confluences. In: Denzin N.K., Lincoln Y.S. (eds), Handbook of Qualitative Research. Sage, Thousand Oaks, CA, pp 163–188

    Google Scholar 

  • Little J.W. (1993) Professional Community in Comprehensive High Schools: The Two Worlds of Academic and Vocational Teachers. In: Little J.W., McLaughlin M.W. (eds), Teachers’ Work: Individuals, Colleagues, and Contexts. Teachers College Press, New York, pp 137–163

    Google Scholar 

  • Matthews M. (1998) In Defense of Modest Goals when Teaching about the Nature of Science. Journal of Research in Science Teaching 35(2):161–174

    Article  Google Scholar 

  • Ministry of Education & Training (1999) The Ontario Curriculum Grades 9 and 10, Science. Queen’s Printer for Ontario, Toronto

    Google Scholar 

  • Pedretti E. (2003) Teaching Science, Technology, Society and Environment (STSE) Education: Preservice Teachers’ Philosophical and Pedagogical Landscapes. In: Zeidler D. (eds), The Role of Moral Reasoning and Socioscientific Discourse in Science Education. Kluwer, Dortrecht, The Netherlands, pp 219–239

    Google Scholar 

  • Pedretti E. (1996) Septic Tank crisis: A Case Study of Science, Technology and Society Education in an Elementary School. International Journal of Science Education 19(10):1211–1230

    Article  Google Scholar 

  • Pedretti E. (1999) Decision-making and STS Education: Exploring Scientific Knowledge and Social Responsibility in Schools and Science Centres through an Issues-Based Approach. School Science and Mathematics 99(4):174–181

    Article  Google Scholar 

  • Pedretti, E., Bencze, L. & Hewitt, J.: 2005, Problematizing Multi-Media Case Methods in Teacher Education. Paper presented at the Ed-Media Conference, Montreal

  • Schwab J. (1969) The Practical: A Language for Curriculum. School Review 78:1–24

    Article  Google Scholar 

  • Roth W.M., Barton A.C. (2004) Rethinking Scientific Literacy. Routledge Falmer, London

    Google Scholar 

  • Roth M., Dèsautels J. (eds) (2002) Science Education as/for Sociopolitical Action. Peter Lang, New York

    Google Scholar 

  • Shulman L.S. (1987) Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review 57:1–22

    Google Scholar 

  • Shulman L.S. (1992) Case Methods in Teacher Education. Teachers College Press, New York

    Google Scholar 

  • Shumba O. (1999) Relationship between Secondary Science Teachers’ Orientation to Traditional Culture and Beliefs Concerning Science Instructional Ideology. Journal of Research in Science Teaching 36(3):333–355

    Article  Google Scholar 

  • Siskin L.S. (1994) Realms of Knowledge: Academic Departments in Secondary Schools. Falmer Press, London

    Google Scholar 

  • Solomon J. (1993) Teaching Science, Technology and Society. Open University Press, Philadelphia

    Google Scholar 

  • Spector B., Strong P., La Porta T. (1998) Teaching the Nature of Science as an Element of science, Technology and Society. In: McComas W. (eds), The Nature of Science in Science Education: Rationales and Strategies. Kluwer, London, pp 267–277

    Google Scholar 

  • Talbert J. (1995) Boundaries of Teachers; Professional Communities in U.S. High Schools: Power and Precariousness of the Subject Department. In: Siskin L.S., Little J.W. (eds), The Subjects in Question: Departmental Organization and the High School. Teachers College Press, New York, pp. 68–94

    Google Scholar 

  • Varelas M., House R., Wenzel S. (2005) Beginning Teachers Immersed into Science: Scientist and Science Teacher Identities. Science Education 89:492–516

    Article  Google Scholar 

  • Wallace J. (2001) Science Teaching Cases as Learning Opportunities. Research in Science Education 31(2):185–190

    Article  Google Scholar 

  • Wasser J.D., Bresler L. (1996) Working in the Interpretive Zone: Conceptualizing Collaboration in Qualitative Research Teams. Educational Researcher 25(5):5–15

    Google Scholar 

  • Wallace J., Louden W. (1992) Science Teaching and Teachers’ Knowledge: Prospects for Reform of Elementary Classrooms. Science Education 76(5):507–521

    Article  Google Scholar 

  • Wong S.L., Yung B.H.W., Cheng M.W., Lam L.K., Hodson D. (2006) Setting the Stage for Developing Pre-service Teachers’ Conceptions of Good Science Teaching: The Role of ClassroomVideos. International Journal of Science Education 28(1):1–24

    Article  Google Scholar 

  • Yoon S., Pedretti E., Bencze L., Hewitt J., Perris K., Van Oostveen R. (2006) Improving Elementary Preservice Science Teachers’ Self-Efficacy Beliefs Through the Use of Cases and Case-Methods. Journal of Science Teacher Education 17(1):15–35

    Article  Google Scholar 

  • Zeidler D., Sadler T., Simmons M., Howes E. (2005) Beyond STS: A Research-based Framework for Socioscientific Issues Education. Science Education 89:357–377

    Article  Google Scholar 

Download references

Acknowledgements

The authors would like to thank the pre-service candidates for their enthusiasm and support. We also gratefully acknowledge Ontario Ministry Transfer Grants, and the Centre for Studies in Science, Mathematics and Technology Education at OISE/UT for funding this research. Appreciation for assistance in data collection also is extended to Dr. van Oostveen (University of Ontario Institute of Technology). Last, but not least, a very special thank you to Anna and her students. Without their support, none of this would have been possible.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Erminia G. Pedretti.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Pedretti, E.G., Bencze, L., Hewitt, J. et al. Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology. Sci & Educ 17, 941–960 (2008). https://doi.org/10.1007/s11191-006-9060-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-006-9060-8

Keywords

Navigation