Socioscientific issues (SSI) have been found to improve scientific literacy skills among K—12 students. Existing literature shows, however, that elementary preservice teachers are reluctant to implement SSI due to a lack of confidence with subject matter knowledge and knowledge of instruction concerning SSI. Previous research has focused on helping elementary preservice teachers overcome these concerns through microteaching, adapting existing curricula, and experiencing SSI through methods courses. While it has been noted that formal preparation is required for preservice teachers to feel confident in their abilities to facilitate SSI, little has been done to prepare elementary preservice teachers to facilitate SSI during field experiences. In this study, we explored the factors that influenced elementary preservice teachers' instructional decision-making while planning and enacting SSI-based instruction in the classroom. Community of practice (CoP) meetings provided formal training to prepare these elementary preservice teachers to facilitate SSI. Recordings of the CoP meetings, reflective journals, observations, and interviews served as data sources. Our findings revealed knowledge of students, instructional knowledge, and context as most influential in these elementary preservice teachers' pedagogical reasoning concerning SSI-based instruction, while subject matter knowledge was the least considered. We discuss these findings and offer recommendations for how to use these considerations when planning future research to study elementary preservice teachers' SSI-based instructional practice.

中文翻译：

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小学职前教师关于社会科学问题教学的教学决策

研究发现，社会科学问题 (SSI) 可以提高 K-12 学生的科学素养技能。然而，现有文献表明，小学职前教师由于对 SSI 的主题知识和教学知识缺乏信心而不愿意实施 SSI。之前的研究重点是帮助小学职前教师通过微格教学、调整现有课程以及通过方法课程体验 SSI 来克服这些问题。尽管有人指出，职前教师需要进行正式准备，才能对自己促进 SSI 的能力充满信心，但在为初级职前教师在现场体验期间促进 SSI 做好准备方面却做得很少。在这项研究中，我们探讨了在课堂上规划和实施基于 SSI 的教学时影响小学职前教师教学决策的因素。实践社区 (CoP) 会议提供了正式培训，帮助这些初级职前教师做好准备，以促进 SSI。CoP 会议的录音、反思日志、观察结果和访谈都是数据来源。我们的研究结果表明，学生知识、教学知识和背景对这些初级职前教师关于基于 SSI 的教学的教学推理影响最大，而主题知识是考虑最少的。我们讨论了这些发现，并就在规划未来研究小学职前教师基于 SSI 的教学实践时如何使用这些考虑因素提出了建议。