Assessing Student Knowledge, Values, and Personal Experience to Determine Associations with Socioscientific Reasoning

摘要

Socioscientic issues, issues that center on the intersection between scientic and social problems inreal-world contexts, are valuable tools to use in science instruction due to their association with gainsin scientic literacy, argumentation skills, and content knowledge. However, due to their complexnature, crafting instruction using socioscientic issues may be challenging for many teachers. It hasbeen theorized that students will use their knowledge, values,and personal experiences (KVP) whenthey negotiate a socioscientic issue, thus, nding ways to capitalized on the KVP students bring tothe classroom may help students achieve the gains associated with instruction using socioscienticissues while guiding instructional eorts. This paper outlines the development of an instrument toassess KVP associated with socioscientic issues. The purpose of this instrument is to providea toolthat teachers may use to assess KVP so that they can pointedly promote the aspects of KVP in theirclassrooms. Implications for teacher educators and researchers in science education are alsodiscussed.