文章基本信息

标题：Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness
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作者：Susilawati* ; Nurfina Aznam ; Paidi 等
期刊名称：European Journal of Educational Research
电子版ISSN：2165-8714
出版年度：2021
卷号：10
期号：1
页码：161-174
DOI：10.12973/eu-jer.10.1.161
语种：English
出版社：Eurasian Society of Educational Research Association
摘要：This research aims to investigate the effect of socio-scientific issues (SSI) based instruction on preservice science teachersrsquo; soft skills and environmental awareness. By applying cluster random sampling, 83 preservice science teachers (PSTs) were selected from the Department of Science Education at a university in Indonesia. The participants were divided into two groups which comprised the experimental group who were taught using SSI-based instruction, while the control group received direct instruction. The quasi-experimental study was carried out through a pre- and posttest control group design. Data was gathered quantitatively using soft skills and environmental awareness questionnaires. The soft skills questionnaire comprised six sub-skills questions: communication, collaboration, problem-solving, creativity, teamwork, and social interaction. The environmental awareness questionnaire contained questions about the PSTsrsquo; attitudes, behavior, and willingness to act. These sub-skills were developed based on literature studies and reviews of previous studies. Face validity was conducted by the experts, and Cronbachrsquo;s alpha coefficients of 0.84 (for soft skills) and 0.86 (for environmental awareness) were obtained. The data were analyzed using the Wilcoxon signed-rank test. The result showed that SSI-based instruction had a significant effect on improving preservice science teachersrsquo; soft skills and environmental awareness. After being taught using SSI-based instruction, all the sub-skills of the soft skills of the experimental group had increased compared to before. A similar trend was also found in their scores for environmental awareness. All the components of environmental awareness, after lecturing using SSI-based instruction, showed a significant increase compared to before. These results support the claim that SSI-based instruction fosters soft skills and promotes environmental awareness.