Details
| Original language | English |
|---|---|
| Title of host publication | Engaging with Contemporary Challenges through Science Education Research |
| Subtitle of host publication | Selected papers from the ESERA 2019 Conference |
| Editors | O Levrini, G Tasquier, T.G. Amin, L Branchetti, M Levin |
| Place of Publication | Cham |
| Chapter | 15 |
| Pages | 185-196 |
| Number of pages | 12 |
| ISBN (electronic) | 978-3-030-74490-8 |
| Publication status | Published - 25 Sept 2021 |
Publication series
| Name | Contributions from Science Education Research |
|---|---|
| Volume | 9 |
| ISSN (Print) | 2213-3623 |
| ISSN (electronic) | 2213-3631 |
Abstract
The application of socio-scientific issues (SSI) in classrooms intends to better prepare learners for future challenges, for example in the domains of environmental and health education. But while the real-world connections of these issues have been found to be beneficial for learning and motivation, peoples’ closeness to SSIs is only scarcely understood. This especially concerns (pre-service) teachers, who have high obligations in teaching, for example in guiding discussions and decision-making about the respective issues. As prior studies found less distance to a SSI as positive predictor of teaching motivation, the presented study applied the idea of psychological distance and investigated (1) the differences in psychological distance towards the SSI topics of climate change, returning wolves, and pre-implantation genetic diagnosis (PGD). Furthermore, we identified (2) antecedents of the psychological distance. Overall, the 189 surveyed pre-service teachers (73.5% female, M age = 23.45 years, SD age = 3.71) reported the smallest psychological distance towards the topic of climate change and the largest psychological distance towards the topic of PGD, with significant differences between all issues. The factors influencing psychological distance showed a large variation between the issues, as urbanity (returning wolves), self-reported knowledge (climate change), and the implementation of the topic in the own school time (PGD) only affected the psychological distance within specific issues. Only information from the social environment affected the psychological distance for two issues (wolves and PGD). While further conceptual elaboration around the construct of psychological distance is needed, the results illustrate possible causes for pre-service teachers’ psychological distance towards SSIs. This may be useful for professional development and further research about teaching behavior in SSIs.
Sustainable Development Goals
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Engaging with Contemporary Challenges through Science Education Research: Selected papers from the ESERA 2019 Conference. ed. / O Levrini; G Tasquier; T.G. Amin; L Branchetti; M Levin. Cham, 2021. p. 185-196 (Contributions from Science Education Research; Vol. 9).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Pre-service Teachers’ Psychological Distance Towards Environmental and Health Socio-Scientific Issues
AU - Büssing, Alexander Georg
AU - Dupont, Jacqueline
AU - Menzel, Susanne
PY - 2021/9/25
Y1 - 2021/9/25
N2 - The application of socio-scientific issues (SSI) in classrooms intends to better prepare learners for future challenges, for example in the domains of environmental and health education. But while the real-world connections of these issues have been found to be beneficial for learning and motivation, peoples’ closeness to SSIs is only scarcely understood. This especially concerns (pre-service) teachers, who have high obligations in teaching, for example in guiding discussions and decision-making about the respective issues. As prior studies found less distance to a SSI as positive predictor of teaching motivation, the presented study applied the idea of psychological distance and investigated (1) the differences in psychological distance towards the SSI topics of climate change, returning wolves, and pre-implantation genetic diagnosis (PGD). Furthermore, we identified (2) antecedents of the psychological distance. Overall, the 189 surveyed pre-service teachers (73.5% female, M age = 23.45 years, SD age = 3.71) reported the smallest psychological distance towards the topic of climate change and the largest psychological distance towards the topic of PGD, with significant differences between all issues. The factors influencing psychological distance showed a large variation between the issues, as urbanity (returning wolves), self-reported knowledge (climate change), and the implementation of the topic in the own school time (PGD) only affected the psychological distance within specific issues. Only information from the social environment affected the psychological distance for two issues (wolves and PGD). While further conceptual elaboration around the construct of psychological distance is needed, the results illustrate possible causes for pre-service teachers’ psychological distance towards SSIs. This may be useful for professional development and further research about teaching behavior in SSIs.
AB - The application of socio-scientific issues (SSI) in classrooms intends to better prepare learners for future challenges, for example in the domains of environmental and health education. But while the real-world connections of these issues have been found to be beneficial for learning and motivation, peoples’ closeness to SSIs is only scarcely understood. This especially concerns (pre-service) teachers, who have high obligations in teaching, for example in guiding discussions and decision-making about the respective issues. As prior studies found less distance to a SSI as positive predictor of teaching motivation, the presented study applied the idea of psychological distance and investigated (1) the differences in psychological distance towards the SSI topics of climate change, returning wolves, and pre-implantation genetic diagnosis (PGD). Furthermore, we identified (2) antecedents of the psychological distance. Overall, the 189 surveyed pre-service teachers (73.5% female, M age = 23.45 years, SD age = 3.71) reported the smallest psychological distance towards the topic of climate change and the largest psychological distance towards the topic of PGD, with significant differences between all issues. The factors influencing psychological distance showed a large variation between the issues, as urbanity (returning wolves), self-reported knowledge (climate change), and the implementation of the topic in the own school time (PGD) only affected the psychological distance within specific issues. Only information from the social environment affected the psychological distance for two issues (wolves and PGD). While further conceptual elaboration around the construct of psychological distance is needed, the results illustrate possible causes for pre-service teachers’ psychological distance towards SSIs. This may be useful for professional development and further research about teaching behavior in SSIs.
UR - http://www.scopus.com/inward/record.url?scp=85135592004&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-74490-8_15
DO - 10.1007/978-3-030-74490-8_15
M3 - Contribution to book/anthology
SN - 978-3-030-74489-2
SN - 978-3-030-74492-2
T3 - Contributions from Science Education Research
SP - 185
EP - 196
BT - Engaging with Contemporary Challenges through Science Education Research
A2 - Levrini, O
A2 - Tasquier, G
A2 - Amin, T.G.
A2 - Branchetti, L
A2 - Levin, M
CY - Cham
ER -