Search Results (65)

Homelessness is characterised by a wide range of risk factors of a multidimensional and unstable nature. The COVID-19 pandemic intensified these risk factors associated with homelessness but also prompted the development of prevention and care actions. This study identified and mapped the intervention programmes carried out for people experiencing homelessness in the wake of the COVID-19 pandemic. To achieve the study purpose, a thematic analysis of the scientific literature was conducted following the search strategy and analysis methodology characteristic of informetrics and scientometrics. The sources of information used were WoS, Scopus, PubMed, PsycINFO and ERIC. The paucity of planned actions, most of which have a local impact, reinforces the need to strengthen research that presents robust evidence on this issue. China and Europe are under-represented compared to other types of studies linked to COVID-19 and the prevalence of homelessness. Several clusters are distinguished among the plans: they are carried out in buildings or in geographical areas and according to the impact on the group (preventive, substance-related disorder support, health care and diagnostic). Among the emerging themes, health and social variables are represented, including communication and trust between health, community and homeless groups. The reduction in the thematic dimensionality shows equal planning between health care actions (81.8%) and psychosocial and prevention support (72.8%), an aspect that confirms the importance of joint actions. In this line, among the various clusters of the network analysis, the relationship between hotel, mental health support, substance-related disorder, social intervention and access to permanent housing was found. The studies analysed also highlight social exclusion, stigma, victimisation, living conditions and the risk of contagion among this group. This situation has not gone unnoticed among the studies analysed, which present proposals for the continuation of the projects. Full article

This study explores the integration of digital media tools—specifically TikTok, online press news analysis, and digital portfolios—into pre-service chemistry teacher education to enhance student engagement, foster conceptual understanding, and highlight the relevance of chemistry in society. The educational intervention involved 138 pre-service teachers who analysed digital news articles to reflect on the societal and environmental implications of chemistry, promoting media literacy and awareness of socioscientific issues. Additionally, they created short-form TikTok videos, using social media to communicate scientific concepts creatively and interactively. All participants compiled their work into digital portfolios, which served as both a reflective and integrative tool. A post-course Likert-scale questionnaire (N = 77) revealed high overall satisfaction with the methodology, with 94.8% valuing the news analysis activity and 59.7% finding TikTok particularly engaging. Despite some limitations regarding access to technical infrastructure, the findings indicate that incorporating Information and Communication Technology (ICT) in this manner supports motivation, meaningful learning, and the development of key teaching competencies. This case study contributes practical insights into ICT use in science education. Full article

This study investigates the mechanisms underlying the diffusion of risk information about genetically modified organisms (GMOs) on the Chinese social media platform Weibo. Drawing upon social contagion theory, we examine how endogenous and exogenous mechanisms shape users’ information-sharing behaviors. An analysis of 388,722 reposts from 2444 original GMO risk-related texts enabled the construction of a comprehensive sharing network, with computational text-mining techniques employed to detect users’ attitudes toward GMOs. To bridge the gap between descriptive and inferential network analysis, we employ a Shannon entropy-based approach to quantify the uncertainty and concentration of attitudinal differences and similarities among sharing and non-sharing dyads, providing an information-theoretic foundation for understanding positional and differential homophily. The entropy-based analysis reveals that information-sharing ties are characterized by lower entropy in attitude differences, indicating greater attitudinal alignment among sharing users, especially among GMO opponents. Building on these findings, the Exponential Random Graph Model (ERGM) further demonstrates that both endogenous network mechanisms (reciprocity, preferential attachment, and triadic closure) and positional homophily influence GMO risk information sharing and dissemination. A key finding is the presence of a differential homophily effect, where GMO opponents exhibit stronger homophilic tendencies than non-opponents. Despite the prevalence of homophily, this paper uncovers substantial cross-attitude interactions, challenging simplistic notions of echo chambers in GMO risk communication. By integrating entropy and ERGM analyses, this study advances a more nuanced, information-theoretic understanding of how digital platforms mediate public perceptions and debates surrounding controversial socio-scientific issues, offering valuable implications for developing effective risk communication strategies in increasingly polarized online spaces. Full article

This case study analyzes the academic emotions generated in a STEAM educational project developed in the controversial heritage of the Río Tinto and its surroundings. Twenty-five secondary education students participated in a didactic sequence that combined programming and the use of sensors for physicochemical data collection with inquiry- and modeling-based methodologies to address socio-scientific issues. Data were collected through open-ended questionnaires and field notebooks, allowing for an analysis of the emotions expressed at different stages of the project. The results show that epistemic emotions, such as curiosity and surprise, were predominant, highlighting the positive impact of experimental learning in this educational approach. Achievement emotions, such as pride and enjoyment, were linked to overcoming technological challenges, while thematic emotions, such as admiration and disgust, emerged from the heritage context, fostering critical reflection on environmental and historical issues. Negative emotions, such as frustration and anxiety, were also identified, mainly related to the technical difficulties and organizational challenges in group work. It is concluded that the proposed didactic sequence, by integrating the STEAM approach within a heritage context, mobilizes the epistemic emotions that were key in fostering analytical thinking and scientific exploration, while thematic emotions strengthened students’ connection with environmental and historical issues. Full article

Socioscientific issues are a key aspect of science education, enhancing citizens’ understanding of the intricate relationships among global concerns and fostering their engagement in informed decision making on these problems. To this end, teachers must be able to establish connections between scientific content, its application in everyday life, and its impact on social, economic, and environmental dimensions. This study analyzes the factors that influence teachers’ ability to address these topics in the classroom. It includes two studies. The first study (n = 213) examines prospective science teachers’ interest in and perceived knowledge of 14 issues related to the Sustainable Development Goals (SDGs). The second study (n = 135) analyzes the types of arguments that participants use to justify their interest. A mixed-method ex post facto design was employed, using ad hoc questionnaires. The results suggest significant differences between interest and perceived knowledge across certain specific topics. Additionally, the topic addressed tends to evoke specific dimensions within arguments, with cultural/social and ecological/environmental aspects being the most prevalent, influencing the connections teachers establish with everyday life contexts. These findings highlight how interest, perceived knowledge, and the topic itself influence the dimensions considered in argument construction when discussing socioscientific issues and may contribute to the development of teacher training programs that foster a deeper understanding of the complex nature of these sustainability-related issues. Full article

The interdisciplinary nature of science, technology, engineering, and mathematics (STEM) offers the opportunity to implement educational approaches to biotechnology and process engineering issues. The focus should be on the promotion of scientific literacy in contexts relevant to research, industry, and society. This article specifically shows the development of suitable low-level experiments to provide a milestone for the implementation of biotechnological and process engineering issues in STEM education. The experiments show the successful transfer of inquiry-based bioprocess engineering experiments with a Do-It-Yourself (DIY) bioreactor and low-cost sensors. It was possible to achieve comparable trends of process-relevant state variables like mixing time and volumetric mass transfer coefficient (k_La) for the DIY bioreactor in comparison to established commercial systems. Furthermore, microalga Microchloropsis gaditana could be successfully cultivated under different cultivation conditions in the DIY system, and the respective growth curves could be observed. The DIY system is well suited for experimental application in schools and provides a scientifically substantiated basis for data interpretation. The scientific outreach approach and cooperation in a multiprofessional team for the transfer of process engineering questions to education can be evaluated as enriching. Experiments involving educational concepts offer a variety of connecting elements in the curriculum and opportunities to foster scientific literacy. Full article

Inequities are still present in the science classroom, often related to neglecting the needs of students from diverse backgrounds, insufficient attention to students’ interests, and unequal access to resources. This study examined the potential of a curriculum redesign strategy using the Socio-Scientific Inquiry-Based Inquiry Learning (SSIBL) pedagogical framework, for increasing students’ equitable participation in secondary school science classrooms, with a focus on girls’ equitable participation. Twelve chemistry education teachers and 294 students participated in this study. Using a mixed-methods experimental design with a pretest–posttest control group setup, students were assigned to the SSIBL group (n = 161) or to the Business-As-Usual (BAU) group (n = 133). Quantitative data from the classroom implementations of the redesigned SSIBL and BAU curricula and qualitative data from the teachers’ collaborative redesign meetings were collected and analyzed. The findings indicate that the curriculum redesign with an explicit equity-oriented focus was more effective than the BAU approach: the SSIBL curricula were more beneficial for girls, both in terms of scientific literacy and learning motivation. The findings of this study highlight the significance of the intentional design of learning environments to foster meaningful and equitable participation in students’ science learning as well as for teachers’ professional learning. Full article

The teaching of environmental education must change to promote critical, sustainable, and reflective engagement with environmental problems. This study introduces a social-science question for primary education focused on pharmaceuticals in surface water. The aims of the paper are to evaluate the level of students’ performance in arguing their answers in relation to the reference answer; their use and interpretation of provided materials from which they draw the evidence to justify their arguments; and the type of solutions they propose in the framework of sustainability. This is carried out by analyzing the content of their written reports and the discourse during their group discussions. Statistical tests are also used to compare their individual and group performance. The results show that students perform at an intermediate level. They use text and video effectively but struggle with graphs and maps. Their proposed solutions are contextually appropriate and consider multiple perspectives. Notably, their performance is similar whether working individually or in groups. All in all, this pedagogical intervention in the framework of scientific practices and transformative environmental education supports the development of scientific thinking and sheds light on how students process information when addressing socio-environmental issues. Full article

Global education experts are increasingly prioritizing scientific literacy development. Science education is key to enhancing scientific literacy, fostering social responsibility, and supporting economic growth by equipping individuals with essential scientific knowledge and skills. In the past two decades, socioscientific issues (SSI) have greatly influenced science education research, improving students’ ability to apply scientific knowledge in real-world contexts and advancing functional scientific literacy. Given the strong evidence that socioscientific issues (SSI) enhance scientific literacy and social responsibility skills, understanding SSI role in science education is crucial for developing countries aiming to boost economic and social growth. This research aimed to understand the in-service science teacher’s self-perception, knowledge, and experiences, as well as the benefits and challenges of integrating socioscientific issues into education. This qualitative research analysis employed a thematic analysis approach to research and data analysis from the responses of 54 in-service science teachers. All participants responded to the online open-ended questionnaire, which consisted of open-ended questions. The results highlight that in-service science teachers face challenges such as inadequate school environments, social pressures, and limited professional support, all of which hinder effective teaching of socioscientific issues. Furthermore, most of the in-service science teacher participants in the study were unaware of SSI, which suggests that there is a need for targeted professional development. The research suggests that it is crucial to address these challenges and enhance the knowledge and understanding of in-service science teachers regarding SSI to facilitate curriculum reform and the overarching goal of promoting citizens’ educational and economic development. Full article

This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students identified the potential of AI in supporting teachers and noted that AI educational agents fall short when compared to emotionally and intellectually complex humans. Overall, we argue that even without technical expertise, middle schoolers can articulate deep, multifaceted understandings of the possibilities and pitfalls of AI in education. Centering student voices in AI design can also provide learners with much-desired agency over their future learning experiences. Full article

Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education. Full article

Socioscientific issues represent an innovative approach within the realm of STEM education as they integrate real-world problems, promote critical thinking, and encourage interdisciplinary learning, thus preparing students to address complex societal challenges through scientific inquiry. The objective of this scoping review was to analyze the use of SSIs in science lessons. A database search of Web of Science and Scopus focused on articles published between 2013 and 2023. When applying the inclusion and exclusion criteria, a total of 106 articles were selected. The scoping review revealed a focus on socioscientific issues within high school and undergraduate curricula, particularly pertaining to environmental, genetic, and health-related concerns, as well as localized SSIs. A variety of methodological approaches, predominantly qualitative, were applied to capture the educational dynamics of integrating socioscientific issues into pedagogy. Inquiry-based learning emerges as a preferred pedagogical model, stimulating student engagement with real societal challenges. The educational resources employed encompass both conventional texts and digital tools, such as data mapping and visualization software, facilitating a multifaceted comprehension of SSIs. Pedagogical techniques are diverse, incorporating argumentation, role-playing, and digital media to enrich the teaching and learning experience. Nevertheless, the incorporation of socioscientific issues faces obstacles, including resistance to pedagogical innovation, the inherent complexity of the topics, and the demand for specialized teacher training. Full article

This paper discusses the ways in which digitally enabled transformation in mathematics education could envisage a role for rationality in post-normal science and wicked problems. The scene is set firstly by reviewing the ways in which digital media have been designed and used in transformative mathematics education as a rationale for thinking about such media for wicked problem education. The problem is set in epistemological terms: can normal science approaches contribute to post-normal science? By considering the basic arguments regarding wicked problem education, I focus on the discussion of a specific constructionist digital tool called ‘ChoiCo: Choices with Consequences’, designed to embed mathematical ideas and facilitate mathematical reasoning, yet be about grappling with wicked problems. The final section discusses student discourse to set the scene for what such reasoning might look like in the context of grappling with wicked problems. Full article

This essay considers what conclusions may be drawn concerning the socio-economic situation of the Philippian community from Paul’s response to the Philippians’ gift in Phil 4:10–20. It contributes to the recent discussions of the socio-economic situation of the Pauline communities, as well as to the current understanding of the possibilities, challenges, and limitations of a social-scientific interpretation of this letter. Phil 4:10–20 includes several potential hints about the Philippians’ socio-economic situation. These could indicate that their situation is quite precarious under shifting economic circumstances. Immediately after Paul founded the community, the Philippians supported him twice (4:15f). Afterward, however, they did not have the opportunity to do so, although they kept it in mind (4:10: ἐφ’ ᾧ καὶ ἐφρονεῖτε, ἠκαιρεῖσθε δέ). Eventually, they were able to send another, apparently large, gift to the imprisoned apostle (4:18). As a part of his response to this gift, Paul explicates his self-sufficient lifestyle (4:11–13), possibly as an example for the Philippians. He also promises them that God will satisfy all their needs (4:19), which may be understood as a consolation in view of socio-economic distress. This study reconsiders the potential socio-scientific interpretations of these hints. It explores to what extent they (even collectively) may shed light on the socio-economic situation of the Philippian community. In doing so, it also points out the uncertainties and challenges such an interpretation must address. It thus shows how the scope of social-scientific interpretation, at least in this case, is limited. Full article

The socio-environmental crisis in which we find ourselves makes it necessary to promote a citizenship capable of facing global challenges in an informed, critical, and participatory manner. Given the shortcomings of environmental education practices and the limitations of teachers to develop effective activities in their classrooms, it is necessary to review and redefine teacher training. In accordance with the case study research method, we present the results of the implementation of an activity for teacher training on environmental socio-scientific issues: the production and consumption of avocados in Spain. The aim is to find out how students use the evidence and what perspectives they integrate when making argued decisions, which will allow us to assess the didactic potential of the designed activity and contribute to the consolidation of the didactic dimension of eco-social education. The results show the students’ ability to use the evidence in a critical and reflective way, sometimes oriented toward the search for and proposal of solutions, and also their ability to address the problem using a systemic approach, integrating different perspectives, including political, economic, social, ecological, ethical, health, local, and global considerations. For this reason, the activity presented is considered suitable for promoting the didactics of eco-social education in teacher training. Full article