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Socioscientific issues are framed as contentious, society-connected problems (with environmental issues as a key example) that require both cognitive and affective teaching competence. The authors propose six virtues—trust, care, courage, honesty, practical wisdom, and fairness—then test the ecological validity of this approach against a research-based model using pedagogical elements such as nature of science, classroom discourse, cultural issues, and case-based issues.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/virtues-teacher-professional-expertise-and-socioscientific-issues/597379/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/virtues-teacher-professional-expertise-and-socioscientific-issues/597379.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do virtues play in understanding science teachers’ professional expertise?","Question",{"text":112,"@type":113},"The article argues that virtues provide a moral language for describing both cognitive and affective dimensions of teachers’ professional expertise when handling socioscientific issues.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are socioscientific issues in this article?",{"text":117,"@type":113},"Socioscientific issues are defined as societal dilemmas with conceptual, procedural, or technological links to science, typically characterized by controversy, multiple perspectives, and moral considerations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which research-based pedagogical elements are used to address moral education in science education?",{"text":121,"@type":113},"The framework uses four elements: nature of science issues, classroom discourse issues, cultural issues, and case-based issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597379,1792208638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Virtues, Teacher Professional Expertise, and Socioscientific Issues  \nWayne Melville, Lakehead University, Canada; Bevis Yaxley, University of Tasmania, Australia; John Wallace, Ontario Institute for Studies in Education of the University of Toronto, Canada  \nAbstract  \nThis article develops the notion that virtues can be utilized as a means of understanding the professional expertise that science teachers demonstrate when they deal with socioscientific issues. Socioscientific issues are those contentious issues that connect science to the society in which it operates—environmental issues being a prime example. We begin by accepting that both the cognitive and the affective facets of teaching represent a professional expertise that can be discussed using a moral language of virtues.  \nThese virtues are trust, care, courage, honesty, practical wisdom, and fairness. In developing our notion, we draw on the work of Zeidler, Sadler, Simmons, and Howes, who have argued that an exploration of four pedagogical elements (the nature of science, classroom discourse, cultural issues, and case-based issues) constitutes a research-based model for addressing moral education in the context of science education. It is our purpose to investigate the ecological validity of using virtues as descriptors of teacher professional expertise within each of these issues.  \nRésumé  \nCet article explique la notion que la vertu peut être un moyen de comprendre l’expertise professionnelle que les enseignants en science démontrent lorsqu’ils jonglent avec les enjeux socioscientifiques. Les enjeux socioscientifiques sont ces controverses qui lient la science à la société dans laquelle elle fonctionne – les enjeux de l’environnement en sont un exemple primordial. Nous commençons par accepter que les facettes et affectives et cognitives de l’enseignement représentent une expertise professionnelle quipeut être examinée à l’aide d’un langage éthique de la vertu. Ces vertus sont la confiance, l’attention, le courage, l’honnêteté, la sagesse pratique et l’équité .  \nEn expliquant notre concept, nous nous appuyons sur le travail de Zeidler, Sadler, Simmons etHowes, qui a soutenu qu’une étude de quatre élémentspédagogiques (la nature de la science, la discussion en classe, les enjeux culturels et les problèmes d’étude de cas) constitue un modèle basé sur la recherche pour aborder l’éducation morale dans un contexte d’éducation scientifique. Notre but est d’étudier la validité écologique de l’utilisation dela vertu à titre de descripteur de l’expertise professionnelle de l’enseignant dans chacun de ces enjeux.  \nKeywords: virtues; socioscientific issues; teacher professional expertise  \nCanadian Journal of Environmental Education, 12, 2007 95  \nIntroduction  \nIn many education jurisdictions, environmental education is infused into the science curriculum. This infusion requires students to not only understand the science behind environmental issues, but also equip them to “deal with the impacts of science on society, and this requirement brings in issues that relate to human values”(Ontario Ministry of Education, 1999, p. 3) . In order to accept this challenge, there is an ongoing conversation within science education as to how best provide students with “meaningful experiences [around] controversial, socially relevant issues” such as the environment (Sadler, Amirshokoohi, Kazempour, & Allspaw, 2006, p. 353) . It is the development of a professional expertise in response to this challenge that is the focus of this article.  \nIn their teaching, secondary teachers develop a professional expertise that includes the construction of a common identity as subject teachers, the negotiation of meaningful knowledge, and engagement in the task of improving teaching and learning within classrooms and within schools (Avery & Carlsen, 2001; Grossman, Wineburg, & Woolworth, 2001; Helms, 1998; Little, 2003; Wildy & Wallace, 2004) . This expertise can be described using a moral langua","cbCaiprOJybDYNtm","https://ap.wps.com/l/cbCaiprOJybDYNtm","pdf",104452,15,"English","# Introduction\n# Theoretical Framework","[{\"question\":\"What role do virtues play in understanding science teachers’ professional expertise?\",\"answer\":\"The article argues that virtues provide a moral language for describing both cognitive and affective dimensions of teachers’ professional expertise when handling socioscientific issues.\"},{\"question\":\"What are socioscientific issues in this article?\",\"answer\":\"Socioscientific issues are defined as societal dilemmas with conceptual, procedural, or technological links to science, typically characterized by controversy, multiple perspectives, and moral considerations.\"},{\"question\":\"Which research-based pedagogical elements are used to address moral education in science education?\",\"answer\":\"The framework uses four elements: nature of science issues, classroom discourse issues, cultural issues, and case-based issues.\"}]","Virtues, Teacher Professional Expertise, and Socioscientific Issues | PDF",1792084902,38]