Abstract
In this study, we build on an emerging trend in socioscientific issues (SSI) education to support action through the use of personally relevant digital tools. We investigate the design of curriculum that integrates SSIs with the design and programming of mobile apps using a design-based research methodology. Through the series of design iterations, we highlight important tradeoffs in design choices that can potentially impact the depth of students’ learning of SSIs and how students take action. These considerations include the sequencing of programming versus SSI instruction, enabling or restricting student choice of SSI topics, mandating collaboration on app development, and emphases on packaged computational components versus computational concepts. We conclude with several design suggestions to maximize efforts to promote scientific action through app construction and SSI education.
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