PENDEKATAN SOSIO-SAINTIFIK : SOSIO-SCIENTIFIC APPOARCH

(SSA)

PENDEKATAN SOSIO-SAINTIFIK

Menggunakan ISU SOSIO-SAINTIFIK untuk Pembelajaran Sains dan Teknologi

APKAH ITU ISU SOSIO SAINTIFIK?? [SOSIO-SCIENTIFIC ISSUE (SSI)]

Isu-isu atau masalah berkaitan dengan etika, moral, politik, ekonomi dan agama tetapi mempunyai asas saintifik untuk penjelasan dan pendekatan untuk penyelesaian.

ELEMENT - ELEMEN PENTING BAGI SSI:(1)isu / masalah /prosedur berkaitan dengan sains(2)masalah terbuka(3)bersifat kontroversi (4)boleh diperdebatkan (5)pelbagai penyelesaian(6)memerlukan penaakulan moral atau penilaian

dari segi etika dalam proses penyelesaian masalah(pengetahuan sains)

CONTOH-CONTOH SSI: Kejuruteraan genetik Perubahan cuaca Pemanasan global Reaktor nuklear Kajian terhadap haiwan untuk tujuan

perubatan

Penebangan hutan Kehilangan biodiversiti Pencemaran Penggerudian minyak di taman negara

KENAPA PERLUNYA SSI DALAM PDP SAINS??? memupuk kefahaman tentang kandungan

sains mengaplikasikaan isi kandungan sains

kepada senario sosio-saintifik kebolehan untuk mengaplikasi penaakulan

saintifik & moral kepada situasi sebenar. kemahiran berhujah / merumuskan

pandangan berbeza daripada orang yang berlainan untuk proses pemikiran (KBAT)

sains menjadi lebih relevan.

SAINS DI SEKOLAH vs ISU SOSIO-SAINTIFIKCiri-ciri sains di sekolah Ciri-ciri isu sosio-saintifikMudah dan jelas Kompleks dan berserabutPengetahuan yang autoritatif(Berpandukan teori)

Pengetahuan baru diperolehi(Berdasarkan data dan binaan teori yang tentatif)

Spesifik Tidak spesifik -merangkumi konsep sains secara menyeluruh

Tidak dirangka dalam konteks sosial

Dirangka dalam konteks sosial (Senario kontroversi)

Tertutup (satu jawapan yang tepat)

Terbuka (memerlukan penjelasan fenomena dan disokong dengan eviden)

Membincangan sains secara berasingan

Membincangkan konsep sains menyeluruh (konteks peribadi dan isu kemasyarakatan)

Memperoleh maklumat saintifik Menggunakan maklumat dalam membuat keputusan

PENDEKATAN SOSIO-SAINTIFIK Pelajar dikehendaki:- Meneroka isu kontoversi (bermaklumat sains)- Membuat penyiasatan- menyepadukan aspek sosial (moral, etika, ekonomi

dll) dan pandangan orang atau kumpulan lain- membuat perdebatan- merumus ( menyatakan pendirian atau pendapat

sendiri)- mempelajari isi kandungan pelajaran sains

Bagaimana Menggunakan Pendekatan SOSIO-SAINTIFIK Dalam PdP???

PERANAN GURU DALAM PENDEKATAN SSA

1. Menyediakan satu senario isu sosio-saintifik berasaskan persekitaran

2. Menghubungkan isu dengan Matlamat Kandungan Topik

Mempunyai kesinambungan dengan objektif PdP.Menggambarkan sifat dan proses sainsData-disokong Benar dan bukannya direka Berdasarkan keadaan semasa KontroversiTidak mempunyai jawapan atau dapatan yang jelas / sesuatu yang tidak dipersetujui oleh orang-orang tertentu.”

Ciri-ciri senario isu saintifik yang sesuai dalam bilik darjah

DILEMMA SHEETo Nuclear reactors in the spring of 1979, a reactor at the Three Mile Island

nuclear power plant in Pennsylvania suffered a partial core meltdown, releasing radioactive material into the surrounding environment. Thousands of people in the vicinity claim to suffer from cancer or thyroid damage as a result of the accident. Thus far cleanup has cost close to $ 1 billion, not including the cost of the reactor itself (about $ 2 billion) or the more than 2,500 lawsuits filed by nearby residents.

On April 26, 1986, in what was the world’s largest nuclear disaster ever, a reactor at the Chernobyl nuclear power plant in the Soviet Union exploded, releasing vast quantities of radioactive material into the atmosphere. Clouds of fallout covered large areas of Europe, contaminating food supplies and increasing the rate of cancer in human beings. The ongoing cleanup has cost $14 billion so far, and over 250 people have died.

Following the Chernobyl disaster, one National research Council (NRC) member estimated the chance of an accident in the United States as big or bigger occurring by 2005 to be as high as 45 percent. In 1989, citizens of Sacramento, California, voted to shut down the publicly owned Rancho Seco nuclear power plant because it was unsafe and uneconomical.

There are 560 commercial nuclear power plants in operation worldwide, 112 of which are in the United States.

PERANAN GURU DALAM PENDEKATAN SSA

3. Memudahkan Interaksi Rakan Sebaya (Sebagai Fasilitator)

4. Menyediakan garis panduan untuk perbincangan.

Dilemma QuestionsIs there justification for building new nuclear power plants?Do you think nuclear power plants should continue to be part of the world’s energy sources?Some people think that nuclear power plants are unsafe not because an accident might happen, but because the nuclear industry has not figured out a safe method for discarding the radioactive waste products produced by nuclear plants. Discuss your feelings on this matter.Would you buy a house or take a job that was within a mile of a nuclear power plant? What would you do to show your position on this issue?

Apakah Strategi/ AKTIVITI PENGAJARAN yang boleh digunakan untuk Pendekatan SOSIO-SAINTIFIK Dalam PdP???

CONTOH-CONTOH AKTIVITI PENGAJARAN YANG SESUAI UNTUK PENDEKATAN SSA

DIPRAKTIKKAN DALAM KELAS

1. Bezakan fakta & pendapat Distinguishing Fact from Opinion

2. Menilai Eviden Weighing the Evidence

3. Menulis Pendapat In This Writer's Opinion

4. Pilih dan Mengisi Peta konsep/pemikiran Select-and-Fill-In (SAFI) Concept Maps -

CONTOH-CONTOH AKTIVITI PENGAJARAN YANG SESUAI UNTUK PENDEKATAN SSA

DIPRAKTIKKAN DALAM KELAS

5. Melibatkan rakan sebaya kelas lain Engage Peers Outside the Classroom

6. Menulis Esei Essay Writing

7. Ucapan Spontan Extemporaneous Speech

8. Perbincangan Kumpulan Berangkai Group Discussion Web

CONTOH-CONTOH AKTIVITI PENGAJARAN YANG SESUAI UNTUK PENDEKATAN SSA

DIPRAKTIKKAN DALAM KELAS

9. Perbahasan "Devil's Advocate” Informal Debate with “Devil's Advocate”

10. Perbahasan “Lincoln-Douglas” Lincoln-Douglas Debate

11. Perbincangan dalam Talian Online Discussion

12. Latihan Ucapan Rehearsed Speech

CONTOH-CONTOH AKTIVITI PENGAJARAN YANG SESUAI UNTUK PENDEKATAN SSA

DIPRAKTIKKAN DALAM KELAS

13. Perbahasan secara “Role Play” Role-Play Debate

14. Pembalikan Peranan dan Kompromi Role Reversal and Compromise

15. Menulis surat kepada Ahli Politik Writing a Letter to a Political Figure

Give students a list of 20 different statements that are clearly factual, clearly opinion, and some that are difficult to categorize.

Let students mark each statement as "O" for opinion or "F" for fact.

Guide a discussion with students sharing and explaining their answers.

Let students consider the reasons why distinctions between fact and opinion may be problematic.

1. DISTINGUISHING FACT FROM OPINION :

2. WEIGHING THE EVIDENCE:

Examine two well-supported statements that argue the same issue from different perspectives, one pro and one con.

Let students list all the relevant information and supporting evidence that would have to be provided to them before they would agree that the claim has been adequately supported.

3. IN THIS WRITER'S OPINION : Have students write editorials or letters to

the editor to be submitted to local newspapers.

Students choose a controversial topic and conduct research on the website to get a range of relevant facts, opinions, and perspectives.

The students then write their editorials or letters using persuasive arguments and effective reasoning and evidence while anticipating criticisms of their opinions

4. SELECT-AND-FILL-IN (SAFI) CONCEPT MAPS 

• Create hierarchical or tree-like maps starting with an issue and having students add their own sub-issues and questions as "concepts" linked together.

• Guide a discussion of the resulting maps and create one master map

5. ENGAGE PEERS OUTSIDE THE CLASSROOM

Have students research issues and share what they learned with other students inside the school.

Examples of ways to engage peers include: writing pro and con articles to be published

side-by-side for the school newspaper, preparing public address announcements, creating pamphlets for on-campus distribution,

or preparing a presentation for a school assembly.

6. ESSAY WRITING :• Have students write essays advocating a pro

or con position on an important social issue. 

7. EXTEMPORANEOUS SPEECH• Have students give speeches espousing

either a pro or con position on an important social issue.

• Students should have minutes to prepare. 

8. GROUP DISCUSSION WEB :• Have students form small groups to decide

their cumulative pro or con perspective on an issue.

• Then have a small group merge with another small group to form a larger group and cumulatively select their group's pro or con position.

• Repeat the process until the entire classroom has a single pro or con position. 

9. INFORMAL DEBATE WITH "DEVIL'S ADVOCATE" 

• Have an informal debate with students on an issue.

• The instructor will play "devil's advocate" by shifting from one side of the argument to the other.

• This may be an especially useful exercise if a significant majority of students share the same views on an issue, or if one side appears weaker.

• The instructor can serve as a model for good debate tactics

10. LINCOLN-DOUGLAS DEBATE • Let student groups formulate pro or con

arguments on an important issue.

• They would then present a written summary of their arguments and identify areas where the opposing group may find weaknesses in their arguments.

• Have students perform the debate.

11. ONLINE DISCUSSION• Have students discuss an issue in an online

message board.

• Encourage students to directly respond to each other's statements.

• The instructor should moderate the online discussion and help move along the debate

12. REHEARSED SPEECH :• Let students given speech advocating a pro

or con position on an important social issue.

• Students should have days to prepare.

13. ROLE-PLAY DEBATE: • Have students role play pro or con figures in

important social issues and then debate classmates on those issues. 

14. ROLE REVERSAL AND COMPROMISE• After students have researched a topic, place

them in teams to debate a topic.

• Half way through the debate, reverse the teams' roles and have them present the arguments they just debated against.

• Then have the teams abandon advocacy and write a compromise report to synthesize both pro and con arguments

15. WRITING A LETTER TO A POLITICAL FIGURE

• Have students research both the pros and cons of an issue.

• Once they choose a position, have them write a persuasive letter to their elected representatives or a government official. 

MODEL PENDEKATAN PEMBELAJARAN

Pembelajaran

Konseptual

Sains

Isu Sosial yang relevan

Pengajaran dari: masyarakat sains; Kemudian sains masyarakat

Fasa 1 Fasa 2 Fasa 3

Pendekatan

Penyatuan idea-idea sains, pemindahan idea-idea sains; sosio-idea saintifik; membuat keputusan

FASA 1 – ‘CONTEXTUALISATION’

Fasa 1 – konteks daripada isu atau situasi (situasi kompleks).

Pada peringkat ini, guru memperkenalkan ‘masalah’ atau isu yang akan dibincangkan.

Pada masa yang sama, guru tentukan pengetahuan sedia ada pelajar, minat dan kesesuaian untuk pelajar sebagai konsep pembelajaran pendidikan sains.

FASA 2 - DECONTEXTUALISATION

Fasa 2 - decontextualisation (‘breaking down’ situasi kompleks untuk belajar sains).

Idea-idea sains yang berkaitan dengan konteks akan decontextualised daripada masyarakat.

Melibatkan :-kurikulum sains-pendekatan pembelajaran inkuiri (siasatan)-idea-idea saintifik-mencari dan menilai maklumat saintifik

FASA 3 – ‘RECONTEXTUALISATION’

Peringkat 3 – re-konteksual (mengabung semula isu yang kompleks).

Pelajar mengabungkan pembelajaran saintifik yang baru dipelajari dan memindahkan ini dalam konteks yang diperkenalkan pada fasa 1.

Pelajar menggunakan konsep sains yang berkaitan untuk justifikasikan isu sosio saintifik yang relevan kepada kehidupan mereka .

Kemalangan Trafik – pihak yang harus dipersalahkan?

Simulasi - simulasi mahkamah undang-undang melalui

main peranan (dan menentang usul itu);

- penekanan kepada kebolehpercayaan bukti saintifik (andaian yang digunakan dalam pengiraan).

CONTOH ‘FASA 3’

MODEL CONTEXTUALISATION-DECONTEXTUALISATION - RECONTEXTUALISATION

Penyatuan pembelajaran sains melalui pemindahan

kepada rangka rujukan dan

menggalakkan membuat keputusan

sosio-saintifik.

Memenuhi keperluan

pembelajaran sains melalui pembelajaran

sains de-konteksual

berdasarkan NOS.

Pembelajaran sains dimulakan dengan rangka

konteks rujukan, yang dikaitkan

dengan keperluan pelajar.

Dalam konteks sosial yang

melibatkan sains (sosio-saintifik)

Dalam konteks sains

   (non-sosial)

Dalam konteks sosio-saintifik

sekali lagi

SEKIAN, TERIMA KASIH