{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79909"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79909","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Science Teachers Teaching Socioscientific Issues (Ssi): Four Case Studies","abstract":"\"Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on \"\"the participant as ally\"\" and \"\"essentialist portraiture.\"\" The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they think is important for students and are developing their own approaches without any contact with the reform efforts. This brings some consequences in their teaching of SSI. Overall, this study suggests that real changes in science education can be achieved only if they are synchronized with individual teachers' deeper motivations.\"","abstract_html":""Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on ""the participant as ally"" and ""essentialist portraiture."" The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they think is important for students and are developing their own approaches without any contact with the reform efforts. This brings some consequences in their teaching of SSI. Overall, this study suggests that real changes in science education can be achieved only if they are synchronized with individual teachers' deeper motivations."","abstract_has_math":false,"creators":["Lee, Hyun Ju"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Witz, Klaus"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Secondary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3223641"],"render_values":[{"text":"(MiAaPQ)AAI3223641","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79909","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Witz, Klaus"]},{"key":"dc:creator","label":"Author","values":["Lee, Hyun Ju"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2006","2015-09-25T19:54:28Z","10000-01-01"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Secondary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79909","(MiAaPQ)AAI3223641"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on \"\"the participant as ally\"\" and \"\"essentialist portraiture.\"\" The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they think is important for students and are developing their own approaches without any contact with the reform efforts. This brings some consequences in their teaching of SSI. Overall, this study suggests that real changes in science education can be achieved only if they are synchronized with individual teachers' deeper motivations.\"","Made available in DSpace on 2015-09-25T19:54:28Z (GMT). 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The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on \"\"the participant as ally\"\" and \"\"essentialist portraiture.\"\" The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they think is important for students and are developing their own approaches without any contact with the reform efforts. This brings some consequences in their teaching of SSI. Overall, this study suggests that real changes in science education can be achieved only if they are synchronized with individual teachers' deeper motivations.\"","Made available in DSpace on 2015-09-25T19:54:28Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3223641.pdf: 6484215 bytes, checksum: c225bb8d375909d48c0fe331cbb99dff (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 81191 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","250 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006."],"dc:identifier":["http://hdl.handle.net/2142/79909","(MiAaPQ)AAI3223641"],"dc:language":["eng"],"dc:subject":["Education, Secondary"],"dc:title":["Science Teachers Teaching Socioscientific Issues (Ssi): Four Case Studies"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}