Abstract
The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualization sets up foundations for the design and evaluation of innovative SSI educational practices. It shall also help to promote new lines of research that establish connections among practical applications of SSI in different subjects, cultural contexts, and educational systems.
Highlights
In the last years, Science, Technology, Engineering and Mathematics (STEM) have become a priority in public policy, especially in socio-economic and cultural settings where science and technology have high value as a way to progress and contribute to economic growth [1]
This paper responds to the need to undertake more systematic analysis of an educational practice that can be defined as Socioscientific Issues (SSI) in formal education [10]
The present study concerns the educational practice of SSI in formal STEM non-tertiary education
Summary
Science, Technology, Engineering and Mathematics (STEM) have become a priority in public policy, especially in socio-economic and cultural settings where science and technology have high value as a way to progress and contribute to economic growth [1]. In order to improve STEM teaching and learning processes and results in formal education, public funding has been invested in promoting several innovations. These are based on digital learning resources and tools, such as remote laboratories, for example, the Go-Lab project [2], videogames or augmented reality [3], [4]. Other projects innovate in the STEM teaching and learning processes, by introducing Project-Based Learning or Inquiry-Based Learning, for example the Pathway project [5] One of these innovations consists of introducing Socioscientific Issues (SSI) as a strategy to engage students
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