Evolution of a Model for Socio-Scientific Issue Teaching and Learning

Abstract

Socio-scientific teaching and learning (SSI-TL) has been suggested as an effective approach for supporting meaningful learning in school contexts; however, limited tools exist to support the work of designing and implementing this approach. In this paper, we draw from a series of four design based research projects that have produced SSI curriculum materials, research findings, and design insights. The paper describes the creation and evolution of a model for SSI-TL. The model highlights a sequence of learning experiences that should be featured in SSI-TL and the kinds of learning objectives that should result. Student learning experiences should include encountering a focal SSI; engaging in science practices, disciplinary core ideas and crosscutting concepts as well as socio-scientific reasoning practices; and synthesizing key ideas and practices through a culminating exercise. The proposed learning objectives align with Next Generation Science Standards and also reflect the important social dimensions of SSI.

A pedagogical model for teaching socioscientific issues

“…Alan bilgisinden farklı bir yapıya sahip olan hem psikoloji hem sosyoloji gibi çeşitli disiplinlerden beslenen SBK'nın etkili bir şekilde sınıf içine aktarılması için bu konulara özgü öğretim sürecinin planlaması gerekmektedir. Literatürde SBK öğretimini sınıf içine taşınmasını sağlayan birçok model ve yaklaşım geliştirilmiştir (Eilks, 2010;Zeidler, Applebaum & Sadler, 2011;Saunders & Rennie, 2013;Presley et al, 2013;Sadler, Foulk & Friedrichsen, 2017). SBK öğrenme ve öğretme süreci proje tabanlı öğrenme ("Project based learning") (Krajcik, McNeill & Reiser, 2008), senaryoya dayalı yaklaşım ("cased based sını desteklemektedir (örn: Lee & Erdogan, 2007;Tal & Kedmi, 2006;Zohar & Nemet, 2002).…”

Developing future-scaffolding skills through science education

“…The importance of exploiting the societal relevance of scientific contents is strongly stressed by the research on Socio-Scientific Issues (SSI) (Levinson, 2007;Sadler, Foulk, & Friedrichsen, 2017). SSI are controversial, ill-structured problems for which there is not a univocal correct answer, with solutions being uncertain and complex.…”

“…To make SSI teaching and learning effective, different models and frameworks have been developed. Sadler et al (2017) proposed a model in which teachers and educators introduce and discuss SSI with students in three phases: encountering the focal issue, engaging with science ideas, science practices and socio-scientific reasoning practices; synthesising key ideas & practice. Throughout the teaching/learning process, students are encouraged to progressively develop their own positions on SSI and, to achieve this goal, they are helped to develop their scientific knowledge, as well as to consider social, economic, ethical, and moral aspects of the problem (Sadler, 2009).…”

Selecting Socio-scientific Issues for Teaching

“…Early in the workshop, we shared the SSI Teaching and Learning (SSI-TL) Framework with the teachers (Friedrichsen et al 2016;Presley et al 2013;Sadler et al 2017). The SSI-TL Framework provides an overview of three sequential phases within an SSI-based curriculum unit (see Fig.…”