{"id":3220,"date":"2026-08-11T09:34:08","date_gmt":"2026-08-11T09:34:08","guid":{"rendered":"https:\/\/en.ihcoedu.uobaghdad.edu.iq\/?p=3220"},"modified":"2026-08-11T09:35:26","modified_gmt":"2026-08-11T09:35:26","slug":"chemistry-department-discusses-a-thesis-explores-the-impact-of-a-socioscientific-issues-based-training-program-on-teaching-performance-and-students-sustainable-green-thinking","status":"publish","type":"post","link":"https:\/\/en.ihcoedu.uobaghdad.edu.iq\/?p=3220","title":{"rendered":"Chemistry Department Discusses a thesis Explores the Impact of a Socioscientific Issues-Based Training Program on Teaching Performance and Students\u2019 Sustainable Green Thinking"},"content":{"rendered":"

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The Department of Chemistry discussed a master\u2019s thesis submitted by Bassam Khalil Ibrahim Hamad, entitled \u201cA Training Program Based on the Socioscientific Issues Approach for Chemistry Teachers and Its Effect on Integrating Scientific Argumentation into Their Teaching Performance and Developing Sustainable Green Thinking among Their Students,\u201d under the supervision of Prof. Dr. Basma Mohammed Ahmed.<\/strong><\/p>\n

The study aimed to develop a training program for fifth-year scientific-track chemistry teachers based on the Socioscientific Issues (SSI) approach, with the aim of enhancing their teaching practices and connecting scientific concepts with real-world social and environmental issues and challenges.<\/strong><\/p>\n

The research also sought to investigate the impact of training chemistry teachers through the SSI approach on integrating scientific argumentation into their teaching performance, as well as to assess the program\u2019s impact on developing sustainable green thinking among students. This approach is intended to strengthen students\u2019 ability to engage critically with environmental issues and make informed decisions based on scientific knowledge.<\/strong><\/p>\n

The significance of the study lies in its effort to move chemistry education beyond the traditional presentation of scientific concepts toward a more contextualized and inquiry-oriented model of learning. Such an approach enables students to examine scientific and environmental problems, analyze evidence and diverse perspectives, and develop scientifically informed attitudes toward sustainability-related issues.<\/strong><\/p>\n

The outcomes of the study are aligned with several United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, through improving the quality of education and teaching practices; SDG 12: Responsible Consumption and Production, through promoting green thinking and awareness of sustainable practices; and SDG 13: Climate Action, by strengthening environmental awareness and highlighting the role of education in fostering more sustainable behaviors.<\/strong><\/p>\n

The thesis was discussed before an academic examination committee chaired by Prof. Dr. Dhamiaa Salim Dawood, with Prof. Dr. Laith Mohammed Ayash, Prof. Dr. Susan Duraid Ahmed, Asst. Prof. Dr. Khalid Hussein Hatem, and Asst. Prof. Dr. Anwar Abbas Mohammed serving as members, and Prof. Dr. Basma Mohammed Ahmed serving as a member and supervisor.<\/strong><\/p>\n

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The study reflects the Department of Chemistry\u2019s commitment to advancing research in science education and education for sustainable development, while adopting contemporary educational approaches to enhance the professional preparation of science teachers and equip students with the knowledge, critical thinking skills, and scientific perspectives needed to engage effectively with scientific and environmental challenges and contribute to a more sustainable future.<\/strong><\/p>\n

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