The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

Abstract

Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).

Implementation of Innovative Artificial Intelligence Cognitions With Problem-Based Learning Guided Tasks to Enhance Students’ Performance in Science

“…From the perspective of constructive learning theory, teachers were more aware of the students' demand for teaching materials. Therefore, this study found that the PBL approach offered great potential in supporting real-world problem solving of AI contextual ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ issues in science education (Hernández-Ramos et al, 2021). As mentioned above, Rillero and Chen (2019) found that PBL could combine diverse AI subjects with meaningful experiences for authentic learning outcomes.…”

“…Rillero and Chen (2019) also found that PBL could combine different curriculum themes with meaningful experiences. In addition, Hernández-Ramos et al (2021) emphasized that the PBL approach offered learning potential in addressing real environmental problems in natural science education. Accordingly, this research used the PBL teaching method and designed the life teaching situation of AI application in society as the issue of classroom discussion.…”

Research and Trends in Socio-Scientific Issues Education: A Content Analysis of Journal Publications from 2004 to 2022

“…Sadler (2004) conducted a comprehensive review of informal reasoning research in the context of SSI, encompassing four aspects: social scientific argumentation, the relationship between scientific nature conceptualization and decision-making, the evaluation of SSI source information, and the impact of a conceptual understanding on informal reasoning [1]. Hernandez-Ramos and colleagues conducted a review of the use of SSI in problem-based learning [23]. Researchers from South Korea utilized the program analysis framework [24] to analyze SSI education research in their country from 2000 to 2016 [25].…”

Gender gaps in the impact of the pandemic on the use of ICT in higher education

“…In addition, ICTs have offered different advantages, among which the following stand out (Noghabaei et al., 2020): (i) greater automation and optimisation of processes; (ii) the creation of different virtual teaching environments and methods; (iii) rapid and unlimited access to information and resources; and (iv) a greater capacity to model and simulate processes, systems and projects. In scientific disciplines, there are many challenges and opportunities offered by ICT, including the development of ICT‐based resources, as well as the development in teachers of the digital competencies necessary for the use of ICT (Hernández‐Ramos et al., 2021).…”