The Use of Socioscientific Issues in Science Learning: Review Literature

This study aims to identify the role of science education in developing 21st-century competencies among elementary school students and to provide recommendations for more effective instructional implementation. The method used was a literature review by examining relevant scientific articles concerning the role of science education in fostering 21st-century competencies at the elementary school level. The research stages included designing the review, conducting the review, data abstraction and analysis, and organizing the review results. The data were obtained from articles that met predetermined inclusion and exclusion criteria. The results indicate that science education contributes to enhancing 21st-century skills through the utilization of digital media such as learning videos, YouTube, PowerPoint, Macromedia/Adobe Flash, digital comics, e-books, flipbooks, augmented reality (AR), virtual reality (VR), educational websites, educational television, and learning applications. Furthermore, the implementation of instructional models and approaches such as Problem Based Learning (PBL), inquiry, discovery learning, Science, Environment, Technology, and Society (SETS), Socio-Scientific Issues (SSI), and Science, Technology, Engineering, and Mathematics (STEM) supports the development of these competencies. In conclusion, science education at the elementary school level plays a strategic role in fostering 21st-century competencies through the integration of digital media and innovative learning models aligned with students’ needs. Keywords: 21st-Century Competencies, Elementary School, Science Education This study aims to identify the role of science education in developing 21st-century competencies among elementary school students and to provide recommendations for more effective instructional implementation. The method used was a literature review by examining relevant scientific articles concerning the role of science education in fostering 21st-century competencies at the elementary school level. The research stages included designing the review, conducting the review, data abstraction and analysis, and organizing the review results. The data were obtained from articles that met predetermined inclusion and exclusion criteria. The results indicate that science education contributes to enhancing 21st-century skills through the utilization of digital media such as learning videos, YouTube, PowerPoint, Macromedia/Adobe Flash, digital comics, e-books, flipbooks, augmented reality (AR), virtual reality (VR), educational websites, educational television, and learning applications. Furthermore, the implementation of instructional models and approaches such as Problem Based Learning (PBL), inquiry, discovery learning, Science, Environment, Technology, and Society (SETS), Socio-Scientific Issues (SSI), and Science, Technology, Engineering, and Mathematics (STEM) supports the development of these competencies. In conclusion, science education at the elementary school level plays a strategic role in fostering 21st-century competencies through the integration of digital media and innovative learning models aligned with students’ needs. Keywords: 21st-Century Competencies, Elementary School, Science Education

Socio-Scientific Argumentation as a Driver for Science Learning

Argumentation ability is one of the main objectives of science learning because students must know the scientific explanation of natural phenomena, use it to solve problems and be able to understand other findings that students get. SSI learning (Socio-scientific Issues) is expected to develop the ability to learn scientifically, because in SSI (Socio-scientific Issues) learning is carried out on scientific concepts that have an impact on people's lives. The purpose of this study (1) to describe the application of Socio Scientific Issues learning strategy in the experimental class (2) to analyze the differences in the improvement of students 'scientific argumentation skills between the control class and experimental class on Socio Scientific Issues learning strategies, (3) describe students' responses to Socio Scientific's learning strategies Issues on the concept of the respiratory system. This research was conducted at Suranenggala Public High School 1 in the even semester with a pretest-posttest control group design research design design. The sample in this study were students of class XI-MIPA 1 (experimental class) totaling 35 people and class XI-MIPA 4 (Control class) totaling 35 people. Data collection techniques: observation, student worksheets, tests (pretest and posttest), and questionnaires. The results of the study show that (1) the implementation of the Socio Scientific Issues strategy as a whole can be carried out very well, (2) There is a difference in the ability of scientific argumentation between students using Socio Scientific Issues learning strategies and students who do not use Socio Scientific Issues learning strategies in learning biology. (3) Students' responses to the application of Socio Scientific Issues learning strategies show an agreed response from students and can produce positive responses from students.

Currently, there are already many countries that have revised their science curricula to be sure effective science learning environments. Blessing in this revision, socioscientific issues are integrated into the curriculum. Their presence has brought about the need to know what socioscientific environmental problems exist. The research conducted aims to describe the perceptions of junior high school science teachers regarding the use of socioscientific issues in science learning at SMP Tanjung Sakti PUMI and Tanjung Sakti PUMU districts. In this descriptive quantitative study, data were collected using 15 items of statements with a questionnaire in the form of a Likert scale. The research subjects were seventeen science teachers from Tanjung Sakti Public Middle School 1 PUMI, Tanjung Sakti Public Middle School 2 PUMI, Tanjung Sakti Public Middle School 3 PUMI, Tanjung Sakti Public Middle School 4 PUMI, Tanjung Sakti Public Middle School 1 PUMU, Tanjung Sakti Middle School 2 PUMU, Middle School Mumammadiyah Batu Rancing, SMP PUMI Xaverius Tanjung Sakti. The study results show that science teachers have very positive perceptions or agree to use socioscientific issues in science learning. This study shows that science teachers' perceptions about socioscientific issues are well received, and the use of socioscientific issues is very impressive in the science learning process.

The implementation of socioscientific issues in science learning has increased recently. The purpose of this study is to highlight research trends over the previous ten years by examining the findings of bibliometric papers on socio-scientific issues. A total of 648 articles from the English-language Scopus database were analyzed using the VOS Viewer. The results of the analysis reveal that studies related to socio-scientific issues over the last ten years are still an increasing research trend. Keywords related to socio-scientific issues such as argumentation, decision making, scientific literacy, critical thinking, and climate change. The journal sources that were most cited were the international journal of science education, journal of research in science teaching, research in science education, international journal of science and mathematics education, science and education. Articles that are widely cited by other authors are Sadler T.D, Zeidler, D.L, Osborn, J, Eilks, I, Erduran, S, Lederman, N.G, Simon, S. Leading countries in the field of socio-scientific issues are the United States, Germany, Sweden, Taiwan, Australia, Turkey, United Kingdom, Canada, Spain, Indonesia. Further researchers can conduct scientific studies on socio-scientific issues by using educational technology in the form of digital media and other variables that have not been studied or are still little researched.

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.

Acknowledgements. Introduction N.G. Lederman. Section I: Moral Reasoning. 1. The Role of Moral Reasoning and the Status of Socioscientific Issues in Science Education D.L. Zeidler, M. Keefer. Section II: Nature of Science Issues. 2. Socioscientific Issues in Pre-college Science Classrooms F. Abd-El-Khalick. 3. Exploring the Role of NOS Understandings in Decision-Making R.L. Bell. 4. Beliefs in the Nature of Science and Responses to Socioscientific Issues M.L. Simmons, D.L. Zeidler. Section III: Classroom Discourse Issues. 5. The Role of Argument During Discourse about Socioscientific Issues D.L. Zeidler, J. Osborne, S. Erduran, S. Simon, M. Monk. 6. Integrating Science Education and Character Education M.W. Berkowitz, P. Simmons. 7. The Assessment of Argumentation and Explanation R. Duschl. Section IV: Cultural Issues. 8. Morality, Spirituality and Science in the Elementary Classroom K. Witz, N. MacGregor. 9. Recognizing and Solving Ethical Dilemmas in Diverse Science Classrooms C.C. Loving, S.W. Lowy, C. Martin. 10. The Morality of Inclusive Verses Exclusive Settings J.R. McGinnis. Section V: Science-Technology-Society-Environment Social and Case-Based Issues. 11. Teaching Science, Technology, Society and Environment (STSE) Education E. Pedretti. 12. Moral Reasoning and Case-based Approaches to Ethical Instruction in Science M. Keefer. 13. Scientific Errors, Atrocities, and Blunders T.D. Sadler, D.L. Zeidler. Section VI: Concluding Remarks. 14. Unifying Themes in Moral Reasoning on Socioscientific Issues and Discourse D.L. Zeidler, J. Lewis. Notes on the Contributing Authors.

This study explored the accumulated personal practical knowledge of six experienced science teachers in teaching SSI. The guiding research questions were: 1) how did they develop their understanding of SSI and their goals for teaching SSI over many years, and 2) what are the practical issues that the teachers have experienced while addressing SSI in science classrooms. The data source included individual interviews with six science teachers. Each interview lasted 50-70 minutes long and was audio-taped. Data was analyzed based on the methods suggested by Miles and Huberman (1994). Results indicated that, although their motivations for teaching SSI were personal and different, two major categories emerged. One group of teachers was mainly motivated by SSI itself, and the other group was motivated by the teaching aspects that SSI brings. The SSI-oriented group was very sensitive to SSI as it occurs in contemporary society. The teaching-oriented group paid more attention to the educational benefits that addressing SSI could bring to students. Their motivations for teaching SSI influenced how they set up their purposes for teaching, and their purposes for teaching guided them to use appropriate teaching strategies to make their SSI teaching more effective. All of their practical concerns were also connected to their basic motivations for teaching SSI.

"Debates have been going on regarding what the goals of science education are and how those goals could be achieved. Developing scientific literacy in learners has gained traction over the years among other goals. It has been documented that by engaging learners in socioscientific issues (SSIs) in the science classrooms learners acquire complex competencies and skills necessary for scientific literacy. Learners also get motivated to learn science and take up careers in science. The current paper reports findings from a qualitative case study which sought to determine pre-service teachers’ conceptions of the integration of SSIs in Life Sciences teaching and learning. A total of 50 third year pre-service teachers enrolled for a Life Sciences methodology course at a South African University, were selected to participate. After covering a theme on SSIs in Life Sciences teaching and learning, the participants were asked to document their conceptions of SSIs and how argumentation could be used to teach SSIs in specific Life Sciences topics. Their submissions were subjected to content analysis. Two themes emerged: 1. Teachers’ conceptions of the integration of specific SSIs when teaching controversial concepts in Life Sciences; and 2. Teachers’ conceptions of argumentation as a suitable strategy in addressing SSIs in some Life Sciences topics. In addition to the previously found benefits of integrating SSIs such as developing learners’ critical thinking skills, ability to make negotiations, and developing learners to make informed decisions, the pre-service teachers brought in a new angle. They showed how failure to teach SSIs could impact on the livelihood of humans as related to SSIs associated with the current COVID-19 pandemic and other diseases humans are grappling with such as cancer. Some brought in the role of SSIs in teaching the nature of science, an area neglected in many Life Sciences classrooms. Other participants mentioned how argumentation as a teaching strategy equips learners with life skills such as abilities to raise their opinions and stance in a world where most young people are failing to take criticism or challenges positively thereby resorting to suicide as an easy way out of challenging situations. The pre-service teachers’ conceptions were based on real life experiences considering that they were also still young. There were some who did not conceptualise integrating SSIs in the positive manner as they argued that addressing such issues in the classroom would be intrusive. These findings have implications for both pre-and in-service teacher professional development."

ABSTRACTThe teaching of socioscientific issues (SSI) holds promise for advancing functional scientific literacy, promoting critical thinking, and providing an interesting context for learning required science content, but few teachers actually employ this teaching method in K–12 classrooms. One common reason cited by teachers is their concern about the controversial aspects of teaching these topics. This study attempts to better understand these tensions by exploring preservice secondary science teachers’ ideas, concerns, and approaches for teaching SSI as they move through a semester-long science methods class that specifically addresses teaching about controversial and SSI. Classroom artifact data and individual interviews were used to explore the science concepts deemed most controversial by preservice secondary science teachers and their preferred approaches for teaching these topics. The findings revealed several topics that are deemed controversial, including evolution, climate change, nuclear energy, and reproduction. Preservice teachers also eagerly adopted the methods course’s discussion strategies for teaching about controversial issues. However, preservice teachers did not distinguish between the appropriateness for using different discussion-based, multiple-perspectives approaches for different types of issues. Specifically, preservice teachers often conflated SSI (societal issues that have both scientific and ethical elements) together with societally denied science for which the teaching is controversial (evolution, anthropogenic causes of climate change). Implications of these findings for methods courses and future research are discussed.

The study aimed to develop some insights into whether science teachers are aware of films that contain socioscientific issues, the influence of the films they watch on their perception on these issues and whether they would like to use these films as teaching materials in the classroom. Therefore, in the study, the perception of science teachers on some socioscientific issues (nuclear power plants, global warming, genetically modified organisms, genetic cloning, tissue and organ donation) and the films they watched on these socioscientific issues were investigated. In this qualitative study, the case study design was used. A total of 18 science teachers participated in the study. The research data were collected through written documents, semi-structured interviews on the use of films in education and focus group interviews in order to reveal the teachers’ perception on socioscientific issues. According to the written findings obtained, some of the participating teachers’ perception on socioscientific issues changed after watching the films on these issues. According to the interview findings, 14 of the teachers mentioned that films related to socioscientific issues could change students’ perception, while 4 stated that they would not change students’ perception. Half of the participating teachers stated that they had not watched any films on socioscientific issues before the study and were unaware of the existence of such films. According to the teachers, the common characteristics of the films on socioscientific issues are being about issues that concern society, having individuals or companies’ interests at the forefront, containing dilemmas, prompting questioning and thinking and showing different perception.

Socioscientific issues are controversial issues about social problems that have relevance to science. This study aims to determine whether socio-scientific issues in biotechnology lessons Class XII Biology Textbooks used at MAN 2 Medan have met the socio-scientific quality criteria for science learning. There are five quality criteria for socio-scientific issues are authentic, relevant, evaluation, open discussion, and related to science and technology. This research is a type of descriptive research that uses a qualitative approach. Data collection techniques in this study are observation methods and providing socio-scientific issue analysis sheets. The results of this study show that there are three socio-scientific issues in biotechnology lessons in biology textbooks. The three socio-scientific issues are about cell transplantation from pigs to humans, the problem of human clones, and the problem of transgenic plants. Based on the results of data analysis of the three socio-scientific issues, it shows that the quality of Socio Scientific Issues (SSI) for science learning is obtained at a percentage of 80% or good category, so that these socio-scientific issues are feasible to be applied in biology learning. Kata kunci: Analisis, Buku Teks Biologi, Kualitas Isu Sosio-Saintifik

Socio-scientific concerns have emerged as a prominent focus in contemporary chemistry education research. This study aims to analyze the trends used in socio-scientific issues in chemistry learning based on the results of research that has been carried out. This study uses a meta-analysis research design. This meta-analysis uses Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Data was acquired from the Scopus and Google Scholar databases utilizing scholarly publications from esteemed worldwide journals with the Scopus Q1-Q3 classification. Conduct an article search utilizing the title and keywords "Socio-Scientific Issues," "Socio-Scientific Issues Approach," or "Socio-Scientific Issues in Chemistry Learning," covering the last decade from 2015 to 2025. The results indicated that the database had a total of 10,982 articles, from which 35 articles were selected for examination. The results of the review found that: a) socio-scientific issues in chemistry learning have a very dominant relevance to case-based learning, namely inquiry (20.57%), PBL (10.29%) and PjBL (5.14%); b) the application of socio-scientific issues in chemistry learning is more dominant towards the aspects of argumentation, problem-solving, critical thinking and creative thinking. Consequently, the tendency in chemistry education on socio-scientific issues underscores case-based learning that prioritizes contextual difficulties. Keywords: chemistry, learning, socio-scientific issues.

Purpose-Contextual learning approaches play an important role in supporting the needs of 21st-century Education. Socioscientific issues (SSI) orientation is one form of contextual approach that is relevant to physics learning. This study aims to see research trends on socioscientific issues in the period 2014 to 2023. The main focus of this study is to understand the role of SSI in supporting the development of 21st-century skills.Methodology-This type of research includes literature using bibliometric analysis methods. The data analysis process used VOSviewer software to obtain a network visualization that states the relationship between keywords.Findings-The synthesis results refer to the distribution of articles per year, research themes, countries of affiliation, and authors. One hundred articles were successfully identified through the Scopus database, showing that research on socioscientific issues fluctuates yearly. Based on bibliometric analysis, the keyword "socioscientific issues" is closely related to students' scientific literacy attitudes and abilities. This relationship highlights the importance of socioscientific issues in learning, especially in helping students understand scientific issues relevant to everyday life.Significance-Research also shows that integrating sociocultural issues in learning plays an important role in supporting the development of 21st-century skills. Therefore, the relevance of Socioscientific Issues can be applied by teachers in physics learning.Keywords: Bibliometric; physics; science; socio-scientific issues

Objective: This study aimed to describe the improvement of scientific literacy after learning based on Socio-scientific Issues using the Problem-Based Learning model. Method: This study was analyzed quantitatively descriptively using N-Gain to determine the student's scientific literacy improvement. Using a one-group pre-posttest design, 29 undergraduate students of the science education department from a university in Indonesia participated in this pre-experimental study. The data was collected using an observation sheet of learning implementation and scientific literacy tests given before and after the learning. Finding: The results of this study showed that students' scientific literacy was improved after participating in learning based on Socio-scientific Issues using the Problem-Based Learning model. The scientific literacy was improved from (category low) in the pretest to (category medium) in the posttest, and the average N-gain score was 0,64 (medium category). Improving scientific literacy is also supported by the Socio-scientific Issues of learning using the Problem-Based Learning model implemented very well. Novelty: This study’s novelty was to describe each indicator of scientific literacy of the undergraduate students that was improved by using Socio-Scientific Issues in Problem-Based Learning. Hopefully, this study will be helpful for further research and give a solution for science teachers to improve students' scientific literacy.