Graduate Studies

 

First Advisor

Jenny Dauer

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Natural Resource Sciences

Date of this Version

12-10-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Educational Leadership and Higher Education)

Under the supervision of Professor Deryl K. Hatch-Tocaimaza

Lincoln, Nebraska, February 2020

Comments

Copyright 2024, the author. Used by permission

Abstract

Science and society are inseparably linked, shaping each other in ways that define our world, emphasizing the need to teach science for empowering students capable of taking meaningful action toward building a sustainable and just society. Developing sustainability competencies in students is an important step toward this goal, with controversial socio-scientific issues (SSIs) providing a valuable teaching context, that encourage students in analyzing interdisciplinary evidence while considering the social, economic impacts of potential solutions. However, recognizing the unique perspectives individuals bring to the classroom is prerequisite for tailoring effective, inclusive instruction, as perspectives often shape learning and classroom-engagement. This study employed a qualitative approach to understand educators' needs for teaching complex SSIs, identifying areas for support, and exploring students' diverse perspectives on controversial issues like, climate change and equity. A constructivist grounded theory framework facilitated an in-depth exploration of these nuanced perspectives. Findings highlight educators' lower confidence in teaching complex SSI and their need for targeted professional development. Additionally, undergraduate students’ learning of controversial SSI through an independent activity in a science literacy classroom is described, which may serve as a model for educators interested in teaching similar SSIs. An investigation into how students developed understanding of the connection between climate change and extreme flooding revealed that while many students (46.6%) initially struggled to connect climate change with extreme flooding, several were willing to revise their initial perspective after the independent learning activity with most students (93%) demonstrating effective online search skills through identifying credible sources to support their reasoning. This work also introduces a framework for understanding individual’s equity-perspective in complex SSIs, highlighting three distinct types: CAPSI (Critically Analyzing Power and Systemic Inequity), EBOC (Emphasizing Benefits Overlooking Context), and IF (Individual Fairness and Freedom). This framework may offer educators a tool to assess students' equity perspectives to design targeted interventions for deepening engagement with science issues embedded in social justice, while aiding policymakers in understanding how individuals engage with the equity dimensions across various sectors.

Download

Share

COinS