This investigation examined how a 6 week environmental topics course that included place-based socioscientific issues (SSI) instruction in the Greater Yellowstone Area (GYA) in the United States of America influenced 21 postsecondary students' expressed socioscientific orientations of Ecological Worldviews (including Interconnectedness and Sustainable Development); Social and Moral Compassion (including Moral and Ethical Sensitivity, Perspective Taking, and Empathetic Concern); Socioscientific Accountability (including Feelings of Responsibility and Willingness to Act); and Scientific Evidence Views (including Affordances and Constraints of Scientific Evidence). The students, who were enrolled in diverse academic majors, provided significantly different and better contextualizedtu qualitative responses across all eight socioscientific orientation dimensions after the SSI course. For instance, the students often referred to SSI they experienced, such as when indicating feeling more connected to nature and accountable for compassionate and sustainable environmental issues resolution. Moreover, the students were better able to utilize the perspectives of those they interacted with who were incurring SSI impacts (e.g., ranchers and Native Americans in the GYA) to knowledgably articulate how effective SSI resolution requires weighing scientific evidence in juxtaposition with sociocultural and ethical considerations. The coherence to which our methodological approaches and socioscientific orientation rubrics revealed how the students expressed complex cognitive, emotive, and intentional variables highlight the importance of the SSI field's need to use such standardized qualitative measures. Pedagogical considerations addressed include how to effectively implement place-based instruction where students engage diverse groups of people experiencing and resolving SSI where they occur.

中文翻译：

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基于地方的社会科学问题教学对学生社会科学取向情境化的影响

这项调查研究了如何6周环保话题当然，在大黄石地区（GYA）在美国的美国包括基于地点的socioscientific问题（SSI）指令的影响21名中学后学生表达的socioscientific取向生态世界观（包括相互联系和可持续发展）；社会和道德同情心（包括道德和伦理敏感性、观点采择和移情关注）；社会科学责任（包括责任感和行动意愿）；和科学证据观点（包括科学证据的可供性和约束））。在 SSI 课程之后，就读于不同学术专业的学生在所有八个社会科学方向维度上提供了显着不同和更好的情境化定性反应。例如，学生们经常提到他们经历过的 SSI，例如当他们表示感觉与自然更紧密地联系在一起，并对富有同情心和可持续的环境问题解决方案负责时。此外，学生们能够更好地利用与他们互动的那些遭受 SSI 影响的人（例如 GYA 的牧场主和美洲原住民）的观点，以知识渊博的方式阐明有效的 SSI 解决方案需要权衡科学证据与社会文化和道德考虑并列. 我们的方法论方法和社会科学方向准则的一致性揭示了学生如何表达复杂的认知、情感和意图变量，突出了 SSI 领域需要使用此类标准化定性测量的重要性。解决的教学考虑包括如何有效地实施基于地方的教学，让学生参与体验和解决 SSI 的不同群体。