Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act

Abstract

This study aimed to examine the effects of a research-based SSI program on fostering students’ understanding of issues and their willingness to act. Twenty-five middle school students voluntarily participated in the program on the issue of artificial food additives over 6 months. The data were collected by means of interviews with the students, field notes, and students’ artifacts such as SSI maps and journals. Results indicated that students’ research experiences helped them widen their understanding of the issues and feel more connectedness to the issue and motivated to explore the hidden nature of the issue as they conducted their research. They found various stakeholders in the food industry and business network and discovered how individual stakeholders would be affected within the network. They also became aware of the inequality and injustice that arose in the network. In addition, their experience of executing research increased their confidence and willingness to act for resolving contentious issues.

Promoting engineering students’ social responsibility and willingness to act on socioscientific issues

“…Drawing stakeholder maps and futures wheels also scaffolded the students to examine the diverse stakeholders and their complex connections and to anticipate possible future scenarios. Similar studies such as Bencze and Krstovic ( 2017 ), Choi and Lee ( 2021 ), and Kim et al ( 2021 ) reported that the process of identifying unethical, biased, or unreasonable elements among stakeholders could provide motivation to find solutions to SSIs autonomously. Last, we encouraged the students to meet various groups of people in their community because previous studies (Bielefeldt & Canney, 2016 ; Lathem et al, 2011 ; Tassone et al, 2018 ) had confirmed that service-learning or community engagement experiences contributed to the increase in a feeling of responsibility.…”

“…In the field of science education, SSIs have been addressed as an interdisciplinary approach for educating students to be responsible and scientifically literate citizens. Many empirical studies have proven the efficacy of SSIs in enhancing students’ understanding of the nature of science, technology, and engineering (Lee & Lee, 2021 ) and in promoting their feelings of responsibility and willingness to act on the issues as proactive agents (Choi & Lee, 2021 ; Kim & Lee, 2021 ; Lee & Lee, 2021 ; Lee et al, 2013 ). Some exemplary programs implemented by the European Union or Canada, such as PARRISE (Promoting Attainment of Responsible Research and Innovation in Science Education) (Amos & Levinson, 2019 ; Ariza et al, 2021 ; Levinson, 2018 ), RISKEDU (Schenk et al, 2019 ; Wojcik et al, 2019 ), and STEPWISE (Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments) (Bencze, 2017 ), aim to promote students’ social responsibility as citizens and their activism in the context of SSIs.…”