Examining changes in students' perception of science relevancy and their career aspirations: Integrating sustainability-oriented socio-scientific issues into general chemistry curriculum

Abstract

Making science relevant to students' lives, future careers, or societies by introducing controversial socio-scientific issues in classrooms motivates students to take more active roles in learning science. This study explored the influence of integrating two sustainability-oriented socio-scientific issues (SOS2Is) - alternative energies and nanotechnology-into the General Chemistry curriculum on 743 students' career aspirations and perceptions of science relevancy. For the presentation of topics, two learning environments on Prezi were prepared. The participants were guided to explore these learning environments that focused on pros and cons of each topic, including environmental and health hazards of technological developments. In addition, students were encouraged to link these discussions to sustainability issues in the context of the UN SDGs. The analysis of Changes in Attitude Towards the Relevancy of Science and Career Aspirations surveys indicated that the interventions improved students' perception of science relevancy and altered their career aspirations in many areas, regardless of their socioeconomic status and ethnic background. This study provides empirical evidence for the effectiveness of discussions around socio-scientific issues in changing students’ perceptions of science and career aspirations and recommends practical methods to encourage students to become global and scientifically literate citizens.