Abstract
This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.
Highlights
In STEM lessons, by eliciting the current conceptions of Socioscientific Issues (SSI) that can be found in science education research and practice
As per the first component, results show associations between SSI and two different ways to express the purpose of STEM lessons: (a) citizenship; and (b) scientific competence or scientific literacy, depending on the terminology used in each country
SSI are related to a reflection on the definition of scientific competence or literacy, which in the papers reviewed has been expressed in the construct of Socioscientific Reasoning (SSR)
Summary
Educational systems worldwide are investing efforts to improve and optimize the learning of STEM subjects throughout all levels. This effort can be seen, for example, in the amount of public funding that the European. Union has allocated to promoting several innovations in formal STEM education. Some of these innovations are based on using digital learning resources and tools, for example, remote laboratories, [2], serious games or augmented reality [3]. Other projects innovate in the STEM teaching and learning processes, for instance by introducing Project-Based
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
