04151nam a22004815i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001500153072001600168072001500184072002300199072001500222072001400237245018000251250001800431264006900449300006600518336002600584337002600610338003600636347002400672490007400696505128000770520109302050650003303143650001803176650002703194650002303221650003103244650002803275700007803303710003403381773002603415776003603441776003603477776003603513830007403549856004603623978-3-031-63382-9DE-He21320251030112940.0cr nn 008mamaa240905s2024    sz |    s    |||| 0|eng d  a97830316338297 a10.1007/978-3-031-63382-92doi 4aQ181-183.4 7aJNU2bicssc 7aPD2bicssc 7aSCI0630002bisacsh 7aJNU2thema 7aPD2thema12aA Moral Inquiry into Epistemic Insights in Science Educationh[electronic resource] :bPersonal and Global Perspectives of Socioscientific Issues /cedited by Dana L. Zeidler.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXXIX, 433 p. 43 illus., 21 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aContemporary Trends and Issues in Science Education,x1878-0784 ;v610 aPART ONE: Personal Perspectives. Chapter 1: Daring to be Wise about Serendipity: Sapere Aude -- Chapter 2: Arrested Development -- Chapter 3: Prison, Morality, and Nascent Socioscientific Issues -- Chapter 4: The Construction of the Framework for Socioscientific Issues -- Chapter 5: Moral Inquiry in the Practice of Socioscientific Issues -- Part II. Global Perspectives. Chapter 6. Is There a Place for Socioscientific Issues in Australian Secondary School Science? -- Chapter7. Brazil -- Chapter 8. Canada -- Chapter9. Moral and Ethical Dimensions of Ocean Literacy and Sustainability -- Chapter10. Denmark -- Chapter11. Greece -- Chapter12. Hong Kong Secondary Science Teachers’ Pedagogical Reasoning: Selecting Socioscientific (SSI) Issues for Designing Instructional Materials -- Chapter13. Lebanon -- Chapter 14. Approaches to SSI in Portugal: A Literature Review -- Chapter 15. SSI in formal education in Spain: a review of recent research and practice -- Chapter16. South Africa -- Chapter 17. South Korea -- Chapter 18. Science and Moral Inquiry as the Yin and Yang of SSI Education: Two Examples of SSI Research from Sweden -- Chapter 19. Taiwan -- Chapter 20. Turkey -- Chapter 21. United Kingdom -- Chapter 22. Next Generation Socioscientific Issues Education.  aThis edited volume reveals a reflective culmination of the Socioscientific Issues (SSI) framework that examines past, present, and future trends along with advances in the field of science education. It presents, for the first time, what the precursors and nascent features of the framework entailed and examines the underlying presuppositions that have guided this research program as it matured into present day conceptualizations and cutting-edge advances of the SSI framework along with implications for the future. More precisely, the volume examines what the impetus was for the factors preceding the framework, how it came to be formalized into a conceptual and theoretical framework, the philosophical, sociological, and psychological underpinnings of the framework, its role with respect to moral education in the context of science education, and what it means to pursue moral inquiry and epistemic insight in the practice of science teaching and learning through SSI. It offers global insights and perspectives of trends related to SSI from 40 scholars representing 16 nations. 0aSciencexStudy and teaching. 0aStudy Skills. 0aEducationxPhilosophy.14aScience Education.24aStudy and Learning Skills.24aEducational Philosophy.1 aZeidler, Dana L.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303163381208iPrinted edition:z978303163383608iPrinted edition:z9783031633843 0aContemporary Trends and Issues in Science Education,x1878-0784 ;v6140uhttps://doi.org/10.1007/978-3-031-63382-9