Socio-Scientific Issues in Teacher Education: A methodological approach to communicating the ambivalence, multi-perspectivity and complementarity of sustainable development claims

Andrea Frantz-Pittner; Christina Pichler-Koban; Merima Ramic

doi:10.51724/arise.80

Authors

Andrea Frantz-Pittner University of Klagenfurt, Austria
Christina Pichler-Koban E.C.O. Institut für Ökologie, Klagenfurt, Austria https://orcid.org/0000-0002-7863-0702
Merima Ramic NaturErlebnisPark Science Education Centre, Graz, Austria

DOI:

https://doi.org/10.51724/arise.80

Keywords:

socio-scientific issues, SSI, education for sustainable development, ESD, teacher education

Abstract

Decisions in terms of sustainable development cannot be made solely on the basis of scientific facts, but must also include ethical, cultural, ecological, socio-political and economic aspects in order to achieve a balance between – often contradictory – demands. Socio-scientific issues (SSI), i.e. problems at the interface between scientific concepts and social conditions, are at the centre of an innovative teaching approach that is used in the basic and advanced training of educators. The fact-based decision-making supported by scaffolding techniques in a real-world context provides an insight into the multidimensionality of sustainability and supports the development of sustainability-related teaching skills in (future) teachers. The article uses specific teaching examples to provide an insight into the teaching concept and discusses the potential for use in the qualification of teachers and in other fields of adult education based on the findings from pilot projects.

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Author Biographies

Andrea Frantz-Pittner, University of Klagenfurt, Austria

Andrea Frantz-Pittner, Prof. Dr.

Teaches Primary Science and Humanities and STEM Teaching at the Institute in Early Childhood and Primary Teacher Education at the University College of Teacher Education Styria. She is a research associate at the Institute of Instructional and School Development at the University of Klagenfurt. Her work and research interests focus on socially integrative and diversity-sensitive science and sustainability education and cooperation between formal and non-formal educational institutions, with a particular focus on critical thinking education, educational action research and science capital teaching. Prof.

Christina Pichler-Koban, E.C.O. Institut für Ökologie, Klagenfurt, Austria

Christina Pichler-Koban, DI Dr.

Works as a landscape planner and project manager at E.C.O. Institute for Ecology in Klagenfurt and as a research assistant at the Institute for Teaching and School Development at the University of Klagenfurt. She manages and works on interdisciplinary research and education projects at the interface between nature and society and develops methods for communicating nature conservation topics in extracurricular education. She is also active in committees such as the Austrian Biodiversity Council, the ÖKOLOG Scientific Advisory Board and the Vienna Woods Biosphere Reserve.

Merima Ramic, NaturErlebnisPark Science Education Centre, Graz, Austria

Merima Ramic, BSc. BEd.
Building on her teacher training and specialist studies in chemistry and English. She is Head of Science Education and Educational Research at the NaturErlebnisPark Science Education Centre in Graz as well as freelance in various contexts of low-threshold adult education. Her professional focus is on combining science and language, teaching the nature of science and taking into account the individual needs of learners in heterogeneous groups.

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