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Exploring the Use of Socioscientific Issues-Based Curriculum to Promote Scientific and Agricultural Literacy

Cross, Sarah M.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562691245953197

Abstract Details

2019, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction Science Education (Education).
Educators in the fields of science education and agricultural science aim to promote literacy in their respective disciplines. Although the constructs of agricultural literacy and scientific literacy converge, there is a need for educational frameworks that connect them. Consequently, literature that connects the subjects is scant. The Socioscientfic Issues (SSI) framework is a promising educational method for addressing these needs as it utilizes controversial issues related to science and society as a context for promoting scientific literacy. While various SSI are connected to agricultural education, such as the use of synthetic pesticides, genetically modified organisms (GMOs), and land use dilemmas related to water quality, the framework may be useful in bringing the fields together. This dissertation, which follows a three article format, integrates three separate yet related articles that explore the utilization of SSI in the context of secondary student based agricultural education (SBAE). The first manuscript, “Science in the Garden: A Qualitative Analysis of School-based Agricultural Educators’ Strategies,” is an investigation on how two Future Farmers of America (FFA) teachers facilitate the development of agricultural and scientific literacy through gardening education and whether SSI is being utilized. For the second article, “Exploring FFA Students’ Modes of Informal Reasoning Regarding an Agricultural Socioscientific Issue,” SSI-based curriculum was developed and implemented for an FFA class. Students’ modes of informal reasoning while negotiating a SSI were explored. The final article, “A Framework for Student-Centered Learning in School Based Agricultural Education,” was written as a practitioner piece. This article is based on the second journal article yet is written for secondary SBAE teachers in that it includes practical, research-based steps for implementing SSI in the classroom. Based on my findings from all three papers, I have concluded that while SSI may be a promising framework for promoting scientific and agricultural literacy, implementation of SSI is challenging and may require extensive curriculum and professional development. Through this research, I have laid the foundation for further study in the use of agricultural SSI for advancing scientific and agricultural literacy, thereby contributing to the academic and practitioner literature.
Sami Kahn (Advisor)
146 p.
Education
socioscientific issues; agricultural education; secondary science education

Recommended Citations

Citations

  • Cross, S. M. (2019). Exploring the Use of Socioscientific Issues-Based Curriculum to Promote Scientific and Agricultural Literacy [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562691245953197

    APA Style (7th edition)

  • Cross, Sarah . Exploring the Use of Socioscientific Issues-Based Curriculum to Promote Scientific and Agricultural Literacy. 2019. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562691245953197.

    MLA Style (8th edition)

  • Cross, Sarah . "Exploring the Use of Socioscientific Issues-Based Curriculum to Promote Scientific and Agricultural Literacy." Doctoral dissertation, Ohio University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562691245953197

    Chicago Manual of Style (17th edition)

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This open access ETD is published by Ohio University and OhioLINK.