Socioscientific Issues Research Articles

Building From Scientific Argumentation to Democratic Deliberation: An Interdisciplinary Approach to Decision-Making About Socioscientific Issues

Building From Scientific Argumentation to Democratic Deliberation: An Interdisciplinary Approach to Decision-Making About Socioscientific Issues

Implementation of the course “good chemistry: methodological, ethical and social implications” – a case study

Abstract The article describes the practical implementation of the course titled “Good Chemistry: Methodological, Ethical, and Social Implications” available on the EuChemS e-learning platform. This MOOC course has been used in various ways at several European universities and through blended learning at Jagiellonian University in Krakow (Poland), which is discussed in this article. Since the groups of students participating in the course were not large and it is worth taking a closer look/insight at this issue, the case study method was used. Sample materials and activities for this course are presented. The survey responses of lecturers and students, as well as the activities and posts of Jagiellonian University in Krakow students on the remote learning platform, were analyzed. The strengths and weaknesses of the course were identified, and the need for continuous efforts by lecturers to develop ethical attitudes, critical thinking, and communication skills in students, especially in the field of socioscientific issues, was emphasized.

Development of Socioscientific-Issue-Based Electronic Modules on Virus Material to Increase Interest and Argumentation Skills

This study aims to produce an electronic module based on socioscientific issues that is feasible to improve students' interest and argumentation skills. This research is development research with the ADDIE method (Analysis, Design, Development, Implementation, and Evaluation). The product to be developed is an electronic module based on Socioscientific Issues on virus material. Data collection techniques used are interviews, observations, learning interest questionnaires. The resulting product is then validated by material experts and media experts, and a limited trial is carried out. Based on the results of the development of an electronic module based on socioscientific issues, it is concluded that the electronic module is feasible to be used for biology learning in terms of the assessment of material experts with an average value of 3.11 (very feasible) and the assessment of media experts with an average value of 3.77 (very feasible). And it is effective for increasing students' interest in learning as seen from the n-gains value of 0.55 with a moderate category and to improve students' argumentation skills with an n-gains value of 0.4 with a moderate category.

The Influence of Inquiry Learning Based on Socio-Scientific Issues (SSI) on High School Students' Inquiry Skills and Chemical Literacy

This research examines the effect of SSI-based inquiry learning compared to discovery learning on students' chemical literacy abilities and inquiry skills. It also explores the percentage contribution of SSI-based inquiry learning to these abilities, along with the percentage of students achieving good levels in both areas. The study follows a quasi-experimental design with pretest, treatment, and posttest stages. The population includes all XI-grade students in MAN South Aceh Regency, with a sample drawn from two classes at MAN 4 South Aceh (XI IPA1 and XI IPA2). Data was collected using questions, observation sheets, and questionnaires, and analyzed through MANOVA and N-gain tests. The results indicate a significant difference in chemical literacy and inquiry skills between students using SSI-based inquiry learning and those applying discovery learning. Students engaged in SSI-based inquiry learning performed better in both areas. The study found that SSI-based inquiry learning contributes 92.80% to the improvement of students' chemical literacy and inquiry skills, with 80.90% contributing to chemical literacy and 83.20% to inquiry skills. Additionally, 82% of students in SSI-based inquiry learning show good chemical literacy, while 50% demonstrate good inquiry skills

Effects of an Integrated STEM Unit Designed around Socioscientific Issues on Middle School Students’ Socioscientific Reasoning

Effects of an Integrated STEM Unit Designed around Socioscientific Issues on Middle School Students’ Socioscientific Reasoning

Development of E-Modules Based on Socio-Scientific Issues to Improve Students' Science Literacy Skills on Temperature and Heat Materials

E-modules on temperature and heat material have been developed in several studies, but there are still problems. The problem is that it does not facilitate students to practice science literacy skills so it is still relatively low. This research aims to minimize these problems by developing e-modules based on socio-scientific issues to improve students' science literacy skills in temperature and heat materials. The method used is Research and Development with a 4D development design consisting of 4 main stages, namely: Define, Design, Develop and Disseminate. This research is limited to the Develop stage. The e-module testing is feasible through validity, practicality, and effectiveness tests. The test results show that the e-module is suitable for use because it is categorized as valid, practical, and effective. E-modules are categorized as valid with the results of the assessment of excellent material experts, good media experts, and excellent linguists. E-modules are categorized as practical with the results of response questionnaires in small groups, field groups, and teachers showing positive evaluations. E-modules are categorized as moderate or effective in improving students' science literacy skills.

The Effect of Implementation Socio-Scientific Issue Approach in the Context of Controversial Environmental Issues on Students' HOTS (Higher Order Thinking Skills)

This research aims to see the influence of the SSI approach in the context of controversial environmental issues on chemistry students' HOTS abilities. The research method used was quasi-experimental with a post-test-only control group design. The research subjects were 26 students in class A of the chemistry education study program as the control class and 21 students in the ICP class of the chemistry education study program as the experimental class. The instruments used are observation sheets and test questions that measure students' HOTS abilities. The results of this study show that the average post-test score of the experimental class using the SSI approach was 80.15, while the average score of the control class was 60.5. The t-test shows that this difference is statistically significant with a p-value of 1.122 x 10-5, well below the 0.05 significance level. Because the p-value obtained is much smaller than 0.05, we can reject the null hypothesis (H0), which states that there is no significant difference between the two groups. These results indicate that the SSI approach in the context of controversial environmental issues has a positive influence on chemistry students' HOTS abilities in electrochemical concepts.

How does Learning Differentiate with The Socio-Scientific Issue (SSI) Climate Change Improving Environmental Literacy?

Climate change is a complex global problem that requires understanding and action from students. Natural and Social Sciences projects can integrate climate change learning with social and scientific contexts. The preliminary study show that students do not yet have the environmental literacy skills needed to support science and technology projects learning. It also shows that students have difficulty understanding the concept of climate change and its implications for the environment. This research aims to determine the effect of differentiated learning with SSI to increase students ' understanding of climate change. The research method used is mixed methods research using the Exploratory Sequential Mixed Methods Design method. The research results show that implementing climate change differentiation learning with SSI can improve students ' environmental literacy skills. The results of the one-way ANOVA test have a significance value less than 0.05, where there is an increase after implementing differentiation learning. The findings of this research can integrate climate change learning with social and scientific contexts. SSI can help students understand complex issues that have significant social and scientific impact. This can motivate students to take action to overcome problems as an aspect of environmental literacy skills.

The Integration of Socioscientific Issues-Based Education in Disaster Readiness and Risk Reduction in Enhancing Student Science Achievement

This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.<div align="center"><table class="MsoNormalTable" style="width: 462.05pt; border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0in 5.4pt 0in 5.4pt;" width="616" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes; height: 115.0pt;"><td style="width: 336.15pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; height: 115.0pt;" valign="top" width="448"><p class="MsoNormal" style="margin-left: -.75pt; line-height: 150%; mso-pagination: none;"><span style="mso-bidi-font-size: 10.0pt; line-height: 150%;" lang="EN-US">This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.</span></p></td></tr></tbody></table></div>

Behavioral Engagement Mediates the Relationship Between Main Idea Summarization and Multiple Document Comprehension

ABSTRACT This study examined direct and indirect relationships between main idea summarization and multiple document comprehension when university students read four conflicting documents on the controversial socio-scientific issue of sun exposure and health. Main idea summarization was measured by having participants summarize the main idea of each paragraph in writing when reading the documents, and participants’ multiple document comprehension was measured by analyzing their post-reading written reports about the issue in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results showed that paragraph main idea summarization uniquely predicted multiple document comprehension when variance associated with reading comprehension skills and prior knowledge were controlled for. Moreover the relationship between main idea summarization and multiple document comprehension was partially mediated by participants’ behavioral engagement during the written comprehension assessment, which was operationalized as the extent of their written responses. Theoretical interpretations and practical implications of these findings are discussed.

Examination of public perceptions of microbes and microbiomes in the United States reveals insights for science communication.

Within a changing research and media landscape, misconceptions and misinformation about microorganisms and microbiomes can arise, necessitating improvements in science communication practices through insights in public perceptions of the microbial world. Yet, little is known about public perceptions of microorganisms and microbiomes, making it difficult to develop tailored messaging. Here we perform an inductive thematic analysis with interviews and surveys from thirty adults across the United States to identify key factors to enhance microbial science communication efforts. Together, our results underscore the importance of 1) recognizing the existing and desired future knowledge of an audience, 2) aligning with broader socio-scientific issues that resonate with people in relevant channels using social networks, 3) fostering collaboration between microbiologists, social scientists, and communicators to improve messaging, and 4) appealing to people's values and emotions to establish meaningful connections. This study concludes that non-microbial interests, such as an interest in health and wellness, may lead to acquisition of microbial knowledge and that people want scientists to share microbial messages preferably on platforms like social media. Additionally, we identified confusion about microbial terms and a desire to understand human-centric benefits of microorganisms and microbiomes. We suggest that microbiologists partner with science communicators to develop microbial messaging, capitalizing on connections to non-microbial interests and appealing to people's microbial worldview.

From argumentation to real-world action: a way to realize scientific literacy

ABSTRACT While current science teaching aims to cultivate students’ argumentation abilities on socioscientific issues, engaging them in social actions on these issues contributes to the realisation of the goal of science education. Consequently, instructing students toward action in the social milieu and helping them comprehend actions that ought to be taken afterward allows for an understanding of how science teaching benefits the world. This qualitative study implements issue-based and action-oriented instruction in a junior high school science curriculum with 66 ninth-graders participating. The quality of their argumentation was recorded during the solar cell utilisation argumentation activity, and three years later, 31 of them reported taking subsequent actions. The results show an enhanced effect on students’ argumentation quality. Most actions students reported are attributed to personal and participatory categories with a few critical actions focusing on fundamental changes. Also of note, a high proportion of students with high-level argumentation quality understood but failed to take any action to solve confronting problems. Therefore, in addition to stressing argumentation ability as a crucial part of cultivating scientific literacy, it is rather important to awaken students consciousness of the existence of social problems and to conduct small-scale actions with collective visions and strategies.

Comparative Evaluation of Socioscientific Issues in Secondary Physics Curriculum and Textbooks

Comparative Evaluation of Socioscientific Issues in Secondary Physics Curriculum and Textbooks

Development of Student Worksheets (LKPD) Based on Socio-Scientific Issue (SSI) on Flat Form Topics to Improve Reading Literacy and Numeration Skills

This study explores the development and effectiveness of student worksheets (LKPD) based on Socio Scientific Issues (SSI) to enhance reading literacy and numeracy skills among fifth-grade students. Conducted at SDN Jabontegal, SDN Lebaksono, and SD Islam Nahrul Ulum, the research identifies the challenges faced by students in implementing independent learning policies and the inadequacy of existing teaching materials in improving literacy and numeracy. The LKPD was designed to integrate reading and numeracy skills through contextual issues related to the students’ environment, such as historical events and objects in Mojokerto. Validity and reliability tests, involving expert validators in material, language, and media, confirmed the LKPD’s high validity and reliability, with scores of 86%, 83%, and 90%, respectively. The effectiveness of the LKPD was demonstrated through significant improvements in students’ literacy and numeracy skills, as evidenced by N-Gain scores of 0.82 in the experimental class, compared to 0.65 and 0.47 in control classes. Student and teacher responses indicated high levels of agreement on the practicality and readability of the LKPD, with percentages ranging from 72% to 100%. These findings suggest that the SSI-based LKPD is a practical and effective tool for enhancing literacy and numeracy skills in primary education. Keywords: Socio Scientific Issues, Literacy, Numeracy, Student Worksheets, Primary Education, Teaching Materials

Exploring students' computer‐supported collaborative argumentation with socio‐scientific issues

AbstractBackgroundThis study examined the effect of computer‐supported collaborative argumentation (CSCA) on secondary school students' understanding of socio‐scientific issues (SSI). Engaging students in collaborative argumentation is known to help with deepening their understanding of SSI.MethodsIn this study, a mixed‐method design is used to investigate 84 students' collaborative argumentation processes and outcomes. The statistical analysis, epistemic network analysis and qualitative uptake analysis results showed that CSCA was effective in supporting secondary school students' evidence‐based argumentation skills on SSI.Findings and ConclusionSeveral cases were presented to show how students engaged in CSCA to explore meaningful learning opportunities and how CSCA helped students' learning on SSI.ImplicationsThe findings provided insights for future innovative teaching and learning SSI in authentic classroom settings.

The Effect of the Problem-Based Learning (PBL) Model in the Context of Socio-Scientific Issues (SSI) on Critical Thinking Ability on Digestive System Material

The Effect of the Problem-Based Learning (PBL) Model in the Context of Socio-Scientific Issues (SSI) on Critical Thinking Ability on Digestive System Material

Validity of Local Wisdom-Based Insets Learning Model to Improve Critical Thinking Skills of Senior High School Students

Objective: This study aims to produce a valid learning tool for the local wisdom-based insets model to improve the critical thinking skills of high school students. Method: This research uses the Instructional Design Model (IDM) 1) needs analysis, 2) design and development of prototypes, 3) validation of socio-scientific issues, and 4) testing of socio-scientific issues prototypes. socio-scientific issues validation, 4) socio-scientific issues prototype testing, 5) socio-scientific issues evaluation, 6) socio-scientific issues revision. Validity was measured based on validation results from three expert lecturers. Data analysis was done descriptively and quantitatively. Results: The overall average test results of content validity with a very valid category, the overall average of construct validity with a very valid category, and the overall average validity of learning devices with a very valid category. The results showed that the insets model learning device based on local wisdom is valid for improving the critical thinking skills of high school students. Novelty: Students' critical thinking skills can be trained by integrating local wisdom-based insets learning model for 21st-century education.

Primary School 4th Grade Students’ Attitudes Toward Socioscientific Issues and Question Asking: Philosophy for Children

In this study, the effect of philosophy for children on primary school 4th-grade students’ attitudes toward socioscientific issues (SSIs) and asking questions will be examined. Aquasi-experimental design will be used in the study. In the study, 48 (experimental group [EG]: 24, control group [CG]: 24) primary school 4th-grade students studying in a primary school in the Derince district of Kocaeli province were included in the study with convenient case sampling. The data in the study were collected with the “Question Asking Attitude Scale” and “Children’s Attitudes Toward Socioscientific Issues Scale.” The post-test scores of the experimental and CG students’ attitudes toward SSIs and asking questions were analyzed by the Mann–Whitney U test and the change between the pre- and post-test scores of the students in the experimental and CG s was analyzed by the Wilcoxon signed-rank test. As a result of the analyzes, it was revealed that although both the philosophy for children intervention (EG) and the traditional reading intervention (CG) increased the primary school 4th-grade students’ attitudes toward SSIs and asking questions, it was not at a statistically significant level. However, students in the EG discussing SSIs through the philosophy for children application significantly increased their awareness of SSIs and asking questions compared to the students in the CG.

Value Clarification Technique Integrated with Socioscientific Issues through Role-Playing to Enhance Scientific Literacy in Elementary School

This study seeks to examine the differences between the Value Clarification Technique (VCT) model, integrated with socioscientific issues through role-playing, and the more commonly used problem-based learning model in schools. Scientific literacy among elementary school students remains low, necessitating innovative teaching approaches. The research employed a quantitative, quasi-experimental design, specifically utilizing a non-equivalent control group pretest-posttest model. The sample consisted of 71 fifth-grade students, divided into two groups: the experimental group, which received the VCT-based intervention, and the control group, which followed the standard curriculum. Data were collected through pretest and posttest assessments, and hypothesis testing was performed using paired sample t-tests and independent sample t-tests via SPSS 2022. The results indicate that the VCT model, integrated with socioscientific issues through role-playing, significantly improves students' scientific literacy, particularly their ability to explain scientific phenomena. As a critical 21st-century competency, scientific literacy enables students to analyze information, articulate scientific concepts, and draw evidence-based conclusions from data.

Beyond the shore: nurturing future marine biodiversity citizen scientists through Coastal Marine Science Fieldwork programme

ABSTRACT This study aims to assess the impact of the Coastal Marine Science Fieldwork (CMSF) Program in enhancing students' systematic thinking. To prepare students for their role as future global citizens, it is essential to expose them to socioscientific issues and provide first-hand experiences that reveal the interconnectedness of Earth's systems and human activities. Our research yielded the following insights: (1) Students demonstrated a significant increase in systems thinking, environmental nature of science views, and citizen science literacy after the CMSF program, (2) The program afforded students the opportunity to immerse in scientific investigations in ecological environments, effectively bridging the gap between textbook knowledge and the natural world, and (3) Fieldwork opportunities empowered students to assess their compatibility with scientific research, aiding them in making informed career choices in the field of science. This study holds educational significance for students pursuing majors in marine science or related fields at the higher education level. The integration of fieldwork into the learning process allows students to fortify their perspectives on the nature of science, ultimately promoting a greater number of students to consider science as a profession or actively participate in civic action.