Anmerkung: Intro -- Foreword -- Contents -- List of Figures -- List of Tables -- Contributors -- Chapter 1: Introduction: Socio-scientific Issues as Promoting Responsible Citizenship and the Relevance of Science -- 1.1 Introduction -- 1.2 Socioscientific Issues, Relevance of Science and Responsible Citizenship -- 1.3 The Structure of the Book -- 1.4 Summarizing -- References -- Chapter 2: Teachers and Socioscientific Issues - An Overview of Recent Empirical Research -- 2.1 Introduction -- 2.2 Pre-service Science Teacher' Relations to SSI -- 2.3 Science Teachers' Relations to, and Experiences with, SSI -- 2.4 Conclusions -- References -- Chapter 3: Pre-service Secondary Science Teachers' Beliefs About Teaching Socio-scientific Issues -- 3.1 Background -- 3.2 Theoretical Framework -- 3.2.1 Socio-scientific Issues (SSI) -- 3.2.2 Teachers' Beliefs About SSI -- 3.2.3 Course Design -- 3.3 Methods -- 3.3.1 Data Collection -- 3.3.2 Data Analysis -- 3.4 Results and Discussion -- 3.4.1 Pre-course Teaching Beliefs About SSI -- 3.4.2 Post-course Teachers' Beliefs About SSI -- 3.4.3 Key Learning Moments -- 3.5 Implications for Teaching and Research -- References -- Chapter 4: Socio-Scientific Inquiry-Based Learning: Possibilities and Challenges for Teacher Education -- 4.1 Introduction -- 4.1.1 Raising Authentic Questions - Ask -- 4.1.2 An Inquiry-Based Approach - Find Out -- 4.1.3 Finding a Solution - Act -- 4.1.3.1 Adopting the SSIBL Approach -- 4.1.3.2 SSIBL and National Curricula -- 4.2 Method -- 4.2.1 Pre-service Teacher Cases -- 4.2.1.1 Martina -- 4.2.1.2 Caitlin -- 4.2.1.3 Andrea -- 4.2.2 Summary of Case Studies -- 4.3 Discussion -- 4.4 Implications -- References -- Chapter 5: Critical and Active Public Engagement in Addressing Socioscientific Problems Through Science Teacher Education -- 5.1 Introduction -- 5.2 Status of Socioscientific Issues Education. , 5.3 Research Context and Methods -- 5.3.1 Research Context -- 5.4 Research Methodology and Methods -- 5.5 Summaries of Dispositifs for Mobilization -- 5.5.1 STEPWISE in a Technical College (Sarah El Halwany) -- 5.5.2 STEPWISE in a Suburban Public High School (John Lawrence Bencze) -- 5.5.3 STEPWISE in an International Private High School (Majd Zouda) -- 5.6 CODA -- References -- Chapter 6: Supporting Teachers in the Design and Enactment of Socio-Scientific Issue-Based Teaching in the USA -- 6.1 Introduction -- 6.2 Collaborative Professional Development Model -- 6.2.1 Theoretical Framework -- 6.3 Design Cases -- 6.3.1 Design Case 1: Collaborating with an Exemplary Biology Teacher -- 6.3.2 Design Case 2: Secondary Teachers Co-Designing Curriculum -- 6.3.3 Design Case 3: Implementing SSI Teaching in an Elementary School -- 6.3.4 Conclusions and Next Steps -- References -- Chapter 7: Gamification of SSI's as a Science Pedagogy: Toward a Critical Rationality in Teaching Science -- 7.1 Introduction -- 7.2 Motivation for This Work -- 7.3 Theoretical Framework -- 7.4 Design Case -- 7.5 Methods of Data Production -- 7.6 Findings -- 7.6.1 Episode 1: Immersion into the World of Alternate Reality Gaming -- 7.6.2 Episode 2: Developing an ARG Architecture -- 7.6.3 Episode 3: Planning Framework for an ARG -- 7.7 Discussion -- 7.8 Implications for Teaching and Research -- References -- Chapter 8: Science Teachers as Proponents of Socio-Scientific Inquiry-Based Learning: From Professional Development to Classroom Enactment -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.2.1 Socio-Scientific Issues and the Role of Students as Active Citizens -- 8.2.2 Socioscientific Inquiry Based Learning -- 8.2.3 Teacher Preparation and Learning to Teach SSIBL -- 8.3 Design of the TPD Model -- 8.4 Overview of the Research Approach -- 8.5 Method. , 8.5.1 Participants and Data Sources -- 8.6 Results -- 8.6.1 Case Study 1: David -- 8.6.2 Case Study 2: Ruth -- 8.7 Conclusions and Discussion -- References -- Chapter 9: Getting Ready to Work with Socio-Scientific Issues in the Classroom: A Study with Argentine Teachers -- 9.1 Introduction -- 9.2 Background -- 9.3 Methods -- 9.3.1 Research Design Overview -- 9.3.2 Part 1: In-Service Professional Development Workshop -- 9.3.2.1 Workshop Contents and Activities -- 9.3.2.2 Final Survey -- 9.3.3 Part 2: Follow-Up: Lesson Planning and Implementation -- 9.3.3.1 Participating Teachers -- 9.3.3.2 Content and Activities of the Follow-Up Program -- 9.3.3.3 Teacher Interviews -- 9.4 Results -- 9.4.1 How Do Teachers Incorporate SSI Approaches to Their Own Practice? -- 9.4.2 Case Study 1: Clara - A Kindergarten Teacher -- 9.4.3 Case Study 2: Julia - A Secondary School Chemistry and Physics Teacher -- 9.4.4 Case Study 3: Sofia - A Secondary School Biology Teacher -- 9.5 Conclusions: What Does It all Mean for Science Teaching? -- References -- Chapter 10: Introducing Model-Based Instruction for SSI Teaching in Primary Pre-service Teacher Education -- 10.1 Motivation -- 10.2 Theoretical Framework -- 10.3 Design Case -- 10.4 Research -- 10.4.1 Research Objectives -- 10.4.2 Data Collection and Analysis -- 10.4.3 Results -- 10.4.3.1 Evolution of PTs' SSI Lessons Plans and PTs' Awareness (RO1) -- 10.4.3.2 The Inclusion of the Scientific Content in SSI Lessons (RO2) -- 10.4.3.3 The Dialogic Role of Pre-service Teachers in SSI Discursive Activities (RO2) -- 10.5 Summary and Conclusions -- 10.6 Implications for Teaching and Research -- References -- Chapter 11: Re-thinking the Integration of Socioscientific Issues in Life Sciences Classrooms Within the Context of Decolonising the Curriculum -- 11.1 Background -- 11.2 Rationale for Integrating SSI into the Curriculum. , 11.3 Critical Pedagogy -- 11.4 Teachers, Learners and the Curriculum -- 11.5 Methodology -- 11.5.1 The Participants -- 11.5.1.1 The Task -- 11.6 Results -- 11.6.1 Results from Teacher A -- 11.6.1.1 Reasons for Selecting Alternative Treatments for Cancer as an SSI -- 11.6.1.2 Preparing to Teach Alternative Treatments for Cancer as an SSI -- 11.6.2 Results from Teacher B -- 11.6.2.1 Reasons for Selecting African Treatments for Cancer as an SSI -- 11.6.2.2 Preparing to Teach about African Treatments for Cancer as an SSI -- 11.6.3 Teacher C -- 11.6.3.1 Reason for Selecting Alien Invasive Plants as an SSI -- 11.6.3.2 Preparing to Teach About Alien Invasive Plants as an SSI -- 11.7 Analysis and Discussion -- 11.7.1 Identifying the SSI -- 11.7.2 Preparing to Teach SSI: Deconstructing the Curriculum -- 11.7.3 Addressing the Social Challenge through SSI-Based Instruction: Reconstruction -- 11.8 Concluding Remarks -- References -- Chapter 12: New Perspectives for Addressing Socioscientific Issues in Teacher Education -- 12.1 Introduction -- 12.2 Teachers' Background and Beliefs -- 12.3 The Embeddedness of SSI-Teaching -- 12.4 The Necessity of Long-Term Professional Development -- 12.5 The Future of Socioscientific Issues in Teacher Education -- References.