Abstract
Purpose: Research has shown that incorporating social-scientific issues and societal concerns in the teaching and learning of STEM subjects, such as Chemistry, can enhance their relevance and appeal to learners. However, STEM experiences often fail to connect with learners' experiences and societal issues.
 Materials and Methods: To address this, a study was conducted with grade 11 learners (n=60) at a secondary school in Kasama town, northern Zambia. The study explored the impact of teaching acids and bases in the context of SDG6 on water quality and sanitation, using the REACT teaching model (Relating, Experiencing, Application, Cooperation, and Transferring).
 Findings: Results showed that the experimental group (n=30) performed significantly better than the control group (M experiment =67.07, S= 13.09, M control = 45.87, S=11.73, t (df =58, two-tailed =6.05, p < 0.05). The gains from pre-test to post-test were significant in the experimental group (Gain = 26.03 points, t (df=29, 2-tailed) = 8.496, p < .000) and not significant in the control group (Gain = 6.17 points, t (df=29, 2-tailed) = 1.893, p = 0.068).
 Implications to Theory, Practice and Policy: These results are both statistically and practically significant.
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