Implementing Ignatian pedagogical paradigm in the learning of socioscientific issues

Abstract

Rooted in Ignatian Spirituality, Ignatian Pedagogical Paradigm (IPP) is the highlighted pedagogical approach applied in the learning and teaching of all curricula in all Jesuit schools and educational projects all around the world, which consists of five core elements, namely context, experience, reflection, action, and evaluation. Therefore, it is suggested that IPP could be applied as a pedagogical approach in the learning of socioscientific issues in junior science lessons. In the past, efforts were mainly paid on the quantitative evaluation of the application of IPP in the learning of school subjects, but relatively few efforts were paid on how IPP can be effectively implemented. This research applied a qualitative approach to investigate how IPP can be effectively applied in the learning of socioscientific issues (SSI) in a secondary 2 (Grade 8) science classroom. A teacher’s operationalization of IPP in the learning of SSI aims at developing students’ understanding of the nature of science (NOS) elements and moral values were illustrated. Data were collected via students’ reflective journals (Book of Wonder) and interviews. Results showed that students were able to develop deep reflection and plan meaningful action when they could able to build a connection between their learning of SSI and daily life experiences and create personal meaning for their action, turning it into an epistemic action. Moreover, results showed that teachers’ involvement was also vital to students’ understanding of scientific knowledge, NOS elements, and moral values, in ways related to teachers’ lesson planning, dialogue between teachers and students, and mutual trust between teachers and students. By factors discussed, students were able to apply their newly acquired insights and planned actions in their future learning and daily life experiences. It is also shown that the function of the learning of SSI was not only limited to the formation of citizens with scientific views, but also promote students’ whole person development by cultivating students’ moral values. According to the results of the study, IPP was also an effective approach to integrating different fields of study by applying the concept of boundary crossing.