Browse > Article
http://dx.doi.org/10.14697/jkase.2022.42.1.111

ENACT Project: Promoting Pre-Service Science Teachers' Views on the Social Responsibility of Scientists and Engineers  

Lee, Hyunju (Ewha Womans University)
Ko, Yeonjoo (Ewha Womans University)
Hong, Jiyeon (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.42, no.1, 2022 , pp. 111-125 More about this Journal
Abstract
This study aims to investigate the effects of the ENACT project on promoting pre-service science teachers (PSTs)' views on the social responsibility of scientists and engineers. The ENACT project was designed to cultivate the social responsibility by integrating the theoretical framework of socioscientific issues (SSIs) education with problem-based inquiry approaches for the resolution of the issues. Thirty-two PSTs voluntarily participated in the project and completed the five stages over three months. Data was collected through a questionnaire to measure PSTs' view of the social responsibility of scientists and engineers (VSRoSE) and focus-group interviews. Results indicate that the PSTs presented statistically significant changes in their views of the social responsibility after the ENACT project. The mean scores of the five sub-dimensions of VSRoSE significantly increased. The interviews also supported that the PSTs had opportunities to seriously consider the social responsibility of scientists and engineers through epistemological exploration of science and technology (Cycle I), and problem-solving and action-taking (Cycle II). In particular, they agreed more on such responsibilities as consideration of societal needs and demands, pursuit of the common good, civic engagement and services using their expertise, communications with the public regarding potential risks, and participation in policy decision-making related to science and technology advances. Educational implications for SSI education and teacher education were suggested.
Keywords
Socioscientific issues; ENACT project; social responsibility of scientists and engineers; pre-service science teacher;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Glenn, C. J. (1994). Future mind: Artificial intelligence: Merging the mystical and the technological. Washington, DC: Acropolis Books.
2 Choi, K. (2005). Contemplation of scientist's social role, responsibility and its educational methods. Journal of Science & Technology Studies, 10, 49-67.
3 Hong, S. (2016). Science-Technology-Society: Listening to science. Seoul: Dongasiabook.
4 Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford, England: Oxford University Press.
5 Lee, H., Hwang, Y., Ko, Y., Choi, Y., Ok, S., Nam, C., Shim, S., & Kim, G. (2022). ENACT project. Seoul: Parkyoung Story.
6 Glerup, C., & Horst, M. (2014). Mapping 'social responsibility' in science. Journal of Responsible Innovation, 1(1), 31-50.   DOI
7 Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco, CA: John Wiley & Sons.
8 Ha, M., Shin, S., & Lee, J. (2019). Developing the questionnaire to measure the perception of the norms of science and applying to pre-service science reachers. Journal of the Korean Association for Science Education, 39(4), 489-498.   DOI
9 Ko, Y., Shim, S. S., & Lee, H. (2021). Development and validation of a scale to measure Views of Social Responsibility of Scientists and Engineers (VSRoSE). International Journal of Science and Mathematics Education. Online first.
10 Lee, H. (2018). What is SSI education? Seoul: Parkyoung Story.
11 Levrini, O., Tasquier, G., Branchetti, L., & Barelli, E. (2019). Developing future-scaffolding skills through science education. International Journal of Science Education, 41(18), 2647-2674.   DOI
12 Pimple, K. D. (2002). Six domains of research ethics. Science and Engineering Ethics, 8(2), 191-205.   DOI
13 Schlossberger, E. (2016). Engineering codes of ethics and the duty to set a moral precedent. Science and Engineering Ethics, 22(5), 1333-1344.   DOI
14 Wyndham, J. M., Albro, R., Ettinger, J., Smith, K., Sabatello, M., & Frankel, M. S. (2015). Social responsibility: A preliminary inquiry into the perspectives of scientists, engineers and health professionals. Washington, DC: American Association for the Advancement of Science.
15 Stilgoe, J., Lock, S. J., & Wilsdon, J. (2014). Why should we promote public engagement with science? Public Understanding of Science, 23(1), 4-15.   DOI
16 Vanasupa, L., Slivovski, L., & Chen, K. C. (2006). Global challenges as inspiration: A classroom strategy to foster social responsibility. Science and Engineering Ethics, 12(2), 373-380.   DOI
17 Wojcik, A., Hamza, K., Lundegard, I., Enghag, M., Haglund, K., Arvanitis, L., & Schenk, L. (2019). Educating about radiation risks in high schools: towards improved public understanding of the complexity of low-dose radiation health effects. Radiation and Environmental Biophysics, 58(1), 13-20.   DOI
18 Schenk, L., Hamza, K. M., Enghag, M., Lundegard, I., Arvanitis, L., Haglund, K., & Wojcik, A. (2019). Teaching and discussing about risk: Seven elements of potential significance for science education. International Journal of Science Education, 41(9), 1271-1286.   DOI
19 Tassone, V. C., O'Mahony, C., McKenna, E., Eppink, H. J., & Wals, A. E. (2018). (Re-)Designing higher education curricula in times of systemic dysfunction: A responsible research and innovation perspective. Higher Education, 76, 337-352.   DOI
20 Zandvoort, H., Borsen, T., Deneke, M., & Bird, J. (2013). Editors' overview: Perspectives on teaching social responsibility to students in science and engineering. Science and Engineering Ethics, 19, 1413-1438.   DOI
21 Sakharov, A. (1981). The responsibility of scientists. Nature, 291, 184-185.   DOI
22 Amos, R., & Levinson, R. (2019). Socio-scientific inquiry-based learning: An approach for engaging with the 2030 sustainable development goals through school science. International Journal of Development Education and Global Learning, 11(1), 29-49.   DOI
23 Godhade, J., & Hundekari, S. (2018). Social responsibility of engineers. International Journal of Academic Research and Development, 3(2), 125-126.
24 Lathem, S. A., Neumann, M. D., & Hayden, N. (2011). The socially responsible engineer: Assessing student attitudes of roles and responsibilities. Journal of Engineering Education, 100(3), 444-474.   DOI
25 Levinson, R. (2018). Introducing socio-scientific inquiry-based learning (SSIBL). School Science Review, 100(371), 31-35.
26 Levrini, O., Tasquier, G., Barelli, E., Laherto, A., Palmgren, E., Branchetti, L., & Wilson, C. (2021). Recognition and operationalization of future-scaffolding skills: Results from an empirical study of a teaching-learning module on climate change and futures thinking. Science Education, 105(2), 281-308.   DOI
27 Narayan, R., Park, S., Peker, D., & Suh, J. (2013). Students' images of scientists and doing science: An international comparison study. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), 115-129.
28 Oviawe, J. I., Tazhenova, G. S., Azman, M. N. A., & Abdullah, A. S. (2021). Promoting students' academic performances and interests in blocklaying and concreting works using a futures-wheel instructional strategy versus problem solving: Implications for sustainable development. Journal of Technical Education and Training, 13(3), 79-92.
29 Sjostrom, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. J. Dori, Z. Mevarech, & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education (pp. 65-88). Dordrecht, Netherlands: Springer.
30 Song, S. (2008). Discussion on the social responsibility of scientists and engineers revisited. Journal of Engineering Education Research, 11(2), 5-14.   DOI
31 Bernard, P., & Dudek, K. (2017). Revisiting students' perceptions of research scientist: Outcomes of an indirect draw-a-scientist test (INDAST). Journal of Baltic Science Education, 16(4), 562-575.   DOI
32 Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107.   DOI
33 Lee, H., Choi, Y., Nam, C., Ok, S., Shim, S., Hwang, Y., & Kim, G. (2020). Development of the ENACT model for cultivating social responsibility of college students in STEM fields. Journal of Engineering Education Research, 23(6), 3-16.   DOI
34 Ariza, M. R., Christodoulou, A., Harskamp, M. V., Knippels, M. C. P., Kyza, E. A., Levinson, R., & Agesilaou, A. (2021). Socio-scientific inquiry-based learning as a means toward environmental citizenship. Sustainability, 13(20), 1-22.
35 Barelli, E. (2017). Science of complex systems and future-scaffolding skills: A pilot study with secondary school students. Unpublished master's thesis, University of Bologna, Italy.
36 Barnett, R.(2007). A will to learn: Being a student in an age of uncertainty. Berkshire, England: McGraw-Hill/Open University Press.
37 Tasquier, G., Branchetti, L., & Levrini, O. (2019). Frantic standstill and lack of future: How can science education take care of students' distopic perceptions of time?. In E. McLoughlin, O. E. Finlayson, S. Erduran, & P. E. Childs (Eds.), Bridging research and practice in science education (pp. 205-224). Cham, Switzerland: Springer.
38 Wals, A. E., Tassone, V. C., Hampson, G. P., & Reams, J. (2015). Learning for walking the change: Eco-social innovation through sustainability-oriented higher education. In M. Barth, G. Michelsen, M. Rieckmann, & I. Thomas (Eds.), Routledge handbook of higher education for sustainable development (pp. 25-39). London, England: Routledge.
39 Yoon, J., Cho, W., & Nam, Y. (2021). Gifted students' perception of the social roles and responsibilities of scientists. Journal of Gifted/Talented Education, 31(3), 383-404.   DOI
40 Bencze, L. (2017). Science and technology education promoting wellbeing for individuals, societies and environments: STEPWISE. Dordrecht, Netherlands: Springer.
41 Bielefeldt, A. R. (2018). Professional social responsibility in engineering. In I. Muenstermann (Ed.), Social responsibility (pp. 41-60). London, England: IntechOpen.
42 Canney, N. E., & Bielefeldt, A. R. (2016). Validity and reliability evidence of the engineering professional responsibility assessment tool. Journal of Engineering Education, 105(3), 452-477.   DOI