Using Socio-scientific Issues in Problem Based Learning to Enhance Science Literacy

Abstract

Context issue in science learning can be referred as one of the solutions to improve students’ science literacy e.g. the socio-scientific issues. The socio-scientific context is presented in a problem where scientific knowledge and social awareness arise in mental conflicts that require science literacy to make responsible decisions. In addition, using problems in learning can provide opportunities for students to apply their knowledge in solving problems. Therefore, this paper discusses the usage of socio-scientific context in problem based learning to enhance students’ science literacy. We show that problem-based learning with the socio-scientific issue can improve students’ science literacy. Using socio-scientific issue makes it easier for students to make explanations of scientific phenomena.

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

“…In these examples, the SSIs are positioned according to the immediate context of their application; that is, they are used to set learning content that directly affects the sectors where the studies are carried out. To a lesser extent, global issues are presented, such as the impact of climate change [85] or non-polluting urban transport [91], which are related to SDG 13 and SDG 7, respectively.…”

“…For example, the Cold War in history classes [105] or the elaboration of graphic ensembles in visual arts [106] have been used in PBL scenarios On the other hand, and to a lesser extent, there are effects related to developing scientific skills and understanding the nature of science [107], which depends on the type of SSI used in the PBL scenario. For example, Rubini et al [85], through a global theme such as climate change, show improvements in students regarding skills related to the explanation of scientific phenomena, the evaluation and design of research and the interpretation of scientific evidence. The same occurs in what is proposed by Lawless et al [75], using a problem scenario based on water resources, which describes an improvement in literacy and scientific inquiry skills in students.…”

Socio-scientific issues implementation as science learning material

“…Over the next few years, SSI research has begun to explore student decision making and arguments in classroom learning as has been studied in other countries. Learning in the context of SSI that has been done on an international and local scale shows that SSI contributes positively in improving student skills such as critical thinking skills [43], argumentation [44][45][46], and decision making [47,48] which are important in realizing students who are science literacy [49] according to the demands of 21st century learning. In addition, it is feasible to apply it in classroom such as in Indonesia which has SSI complexity because it consists of diverse cultures and traditions.…”

Model problem based learning untuk meningkatkan kemampuan literasi sains pada konsep pemanasan global

“…Model problem based learning merupakan pembelajaran yang menggunakan permasalahan nyata, merangkum informasi, menilai logika dan validitasnya dalam suatu konteks dan kemudian diterapkan untuk mengatasi permasalahan dan menciptakan pemahaman yang lebih baik. Model problem based learning dapat melatih domain kemampuan literasi sains siswa melalui kegiatan penyelidikan dan analisis (Fauziah dkk., 2019), dan proses pembelajaran yang dikaitkan dengan masalah sosial ilmiah memiliki dampak positif pada aspek kompetensi literasi sains (Rubini, Ardianto, Setyaningsih, & Sariningrum, 2019). Fokus dalam penelitian ini peningkatan kemampuan literasi sains siswa yang diterapkan model pembelajaran problem based learning (PBL) pada konsep pemanasan global.…”