Teaching Of Socio-scientific Issues Research Articles

Teaching Socioscientific Issues: A Systematic Review

AbstractTo provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagogical approach is characterized in studies of teaching and learning in science education research. From a sample of 5183 peer-reviewed articles, 157 were selected for the data extraction and systematic review process. The result is structured around teaching objectives, teaching topics, and teaching methods. Our findings show that much of the research revolves around the development of students’ higher-order thinking skills and science content knowledge. The topics identified fall mainly within two themes: the environment and sustainable development, and health and technology. Group discussions stand out as the primary teaching method. The findings are discussed in the light of previous reviews, and recommendations for future research are suggested.

Exploring system dynamics of complex societal issues through socio-scientific models

Research on socio-scientific issues (SSI) has revealed that it is critical for learners to develop a systematic understanding of the underlying issue. In this paper, we explore how modeling can facilitate students’ systems thinking in the context of SSI. Building on evidence from prior research in promoting systems thinking skills through modeling in scientific contexts, we hypothesize that a similar modeling approach could effectively foster students’ systematic understanding of complex societal issues. In particular, we investigate the affordances of socio-scientific models in promoting students’ systems thinking in the context of COVID-19. We examine learners’ experiences and reflections concerning three unique epistemic features of socio-scientific models, (1) knowledge representation, (2) knowledge justification, and (3) systems thinking. The findings of this study demonstrate that, due to the epistemic differences from traditional scientific modeling approach, engaging learners in developing socio-scientific models presents unique opportunities and challenges for SSI teaching and learning. It provides evidence that, socio-scientific models can serve as not only an effective but also an equitable tool for addressing this issue.

Research and Trends in Socio-Scientific Issues Education: A Content Analysis of Journal Publications from 2004 to 2022

More and more, educational researchers have advocated for the implementation of socio-scientific issues (SSI) education. To understand the current situation of, and future development trends in, social science issues-based education research, a content analysis method was used to review articles from SSI education research publications from 2004–2022. A total of 580 research publications were identified for content analysis through a keyword search in Web of Science. The basic characteristics of, and hot topics and future development trends in SSI education research were summarized based on the research analysis, including basic information (including the number of publications, journals, titles, and authors), and the coding of the research information (including the research participants, research methods, research topics, and research fields) in the articles. The results show that the number of publications has been increasing year by year, and the journal with the most publications is the International Journal of Science Education, while Science & Education has the fastest growing number of published articles. Researchers from the United States account for the largest number of authors of articles, and the focus has mainly been on research participants in K–12 education. The research methods are mainly qualitative or mixed research methods, and the research topics mainly focus on the teaching value and significance of social science issues, and the application and introduction of social science issues in subject teaching. The annual number of publications shows a significant increasing trend, while the teaching values and significance of SSI education, such as argumentation, reasoning, decision-making skills, and critical thinking, are hot topics. SSI teaching mainly focuses on environmental issues, and emphasizes the concept of sustainability. This study provides comprehensive discussions around both the basic information and research information, offering valuable insights into the current state of, and future trends in, SSI education research. It is particularly beneficial for individuals new to the SSI education field, and those with an interest in SSI.

Life Sciences Teachers’ Pedagogical Content Knowledge When Addressing Socioscientific Issues in The Topic Evolution

The South African life sciences curriculum envisages a teacher who negotiates through controversial issues in the topic of evolution and helps learners reconcile the content and their religious or cultural aspects. Previous studies have found that teachers are conflicted to teach evolution concepts due to socioscientific issues (SSIs) emanating from sociocultural and religious beliefs and those of their learners. Consequently, the current paper reports a study that sought to establish life sciences teachers’ topic specific pedagogical content knowledge when teaching some concepts in the topic evolution. This is against the backdrop that teachers are conflicted about teaching the theory of evolution. In a qualitative study, an open-ended questionnaire designed to assess science teachers’ Pedagogical Content Knowledge for Biological socioscientific issues (PCK-BSSIs) was administered to selected 28 life sciences teachers who had taught the topic evolution for some time. The findings showed that the teaching of SSIs in evolution through debates, argumentation, and discussions, provides a platform for learner critical thinking, problem-solving and the ability to make informed decisions. Some teachers failed to realise the need for inclusion of evolution in the curriculum considering its invasive and challenging nature with regards to sociocultural and religious beliefs. Teachers therefore used textbook knowledge without engaging learners. Based on these findings, the researchers recommend that teachers be equipped with not only the pedagogical skills to address controversial issues but should also be developed in the subject matter knowledge.

Teaching Socioscientific Issues through Scientific Scenarios: A Case Evaluation Based on Secondary School Students’ Views

The aim of this study is to make a situation assessment of student views on the processing of socioscientific issues through scientific scenarios.As a sample of socioscientific issues, the 'DNA and Genetic Code' unit, which is included in the secondary school science curriculum, was taken as the basis. The study was conducted with 8th grade students in a public school. As a method, a case study was used, which allowed the students' views to be examined in depth. The data were collected with a opinion form and semi-structured interviews. The opinion form data were analysed by content analysis, and semi-structured interviews were analysed by descriptive analysis. At the end of the study about the teaching of the socioscientific issues of ‘DNA and Genetic Code’ unit through scientific scenarios, it was revealed that the students thought that their academic achievement increased, they provided permanent learning, scientific scenarios were effective in associating lessons with daily life, and their awareness of social issues increased. It was also understood that they discovered skills such as critical thinking, decision-making and empathy in themselves at the end of the applications. According to the findings obtained from the students, the teaching of socioscientific issues through scientific scenarios increases the interest and motivation towards the lesson, makes the lesson enjoyable and fun, and facilitates understanding. In line with the experiences and findings obtained from the applications, suggestions were made for the use of scientific scenarios in the teaching of socioscientific issues.

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants’ views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators.

Pedagogical and Epistemological Challenges of Pre-Service Science Teachers Teaching Socioscientific Issues

Abstract To effectively address socioscientific issues (SSI), science teachers need to obtain a certain level of pedagogical content knowledge for SSI teaching (SSI-PCK). In this study, therefore, pre-service science teachers (PSTs) were provided an SSI teacher education program (SSI-TEP) based on the SSI-PCK framework and their development and challenges were carefully examined. Fifteen PSTs participated in the SSI-TEP over 15 weeks and had opportunities to design and implement an SSI lesson in a group. Data were collected through SSI lesson plans, fieldnotes, and group interviews. The results showed that the PSTs highly valued their SSI-TEP experience but noted several pedagogical and epistemological challenges. They were concerned about how to meet both the national science curriculum and students’ needs and how to reveal the nature of science and technology through the selected SSI scenarios. Additionally, they felt the need to obtain skills to facilitate and scaffold students’ participation. The challenges were often intertwined with SSI-PCK components.

The impacts of modelling-based SSI teaching module on preservice teachers’ decision making – a case of Dongfeng Highway route selection

ABSTRACT The demand for the Dongfeng Highway connecting Dongshi and Fengyuan, Taiwan, originates from a 7.3 ML earthquake disaster affecting residents’ medical treatment and material transportation. The Dongfeng Highway route selection was identified as the socioscientific issues (SSI) and the Decision Factors Table and SageModeler (two representational modelling tools) were used to design a teaching module with two Generation-Evaluation-Modification modelling cycles. This study aims to explore the impacts of the Modelling-based SSI (M-SSI) teaching module on 23 preservice teachers’ (PSTs) plans, factor dimensions, and quality of decision making. The results indicated that the PSTs focused on the original purpose of constructing the Dongfeng Highway; therefore, the Fengshi plan, which has advantages in safety, economy, and ecology, was chosen by most participants. Initially, PSTs focused only on ‘relevance to the topic’ factor and few relationships among other factors. However, they improved their decision quality by focusing on ‘comparability and measurement’ and ‘sufficient evidence or justification’ factors and more vertical relationships among factors after completing the module. Although the PSTs’ horizontal relationships among factors still need to be strengthened, they demonstrated significant increases in factor, relationship, and overall scores with large effect sizes, indicating that the M-SSI teaching module can improve decision quality.

Development of Argumentation Based Concept Cartoons for Socioscientific Issues: A Case of Science and Art Centers

In the present study, argumentation based concept cartoons for socioscientific issues (CCSSI) were designed for students enrolled in Science and Art Centers (SACs), and the results of the implementation were evaluated. The education design, which adopted the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, was implemented in three stages. In the first stage, a framework plan was developed for the socioscientific issues (SSI) to generate concept cartoons. For each SSI in the framework plan the probable decisions (positive and negative), informal reasoning modes, and argument components (such as claim, evidence, counter argument and rebuttal) were determined. In the second stage, for argumentation based SSI teaching, the concept cartoons were generated and expert opinions were obtained. In the third phase the following issues were accomplished: teachers working at a SAC attended an inservice training program, a learning group was established, concept cartoons were exhibited on school corridors and simultaneously dialogic discussions were held in class. To collect data a questionnaire, interview forms, a rubric, and an observation form were utilized. Qualitative data were analyzed by means of descriptive analysis. Findings revealed that the framework plan was functional but the CCSSI needed some improvements. Based on the experts’ recommendations, the CCSSI was revised and then implemented. Observations showed that the teachers achieved the expected criteria at various levels ranging from monologic to dialogic. Thus, it is recommended that further studies are needed to enrich in-class dialogic discussions for teachers and students. Moreover, it is suggested that the framework plan can be used in other disciplines and grades.

The Development and Prospects of Socioscientific Issues Teaching in the Context of Immersive Media Technology.

Marshall McLuhan once proposed the concept of “global village,” believing that with the help of electronic media, Earth has become indistinguishable from a community, and there is only one Earth for human beings and one world for all countries. Today, with the continuous development of media technology, the concept of a human destiny community has also gained the general consensus of people around the world. The global value of the human destiny community encompasses the interdependent concept of international power, the concept of common interests, the concept of sustainable development, and the concept of global governance. In particular, the concepts of sustainable development and global governance have been advocated by the public, which in turn has led to extensive public discussions on Socioscientific Issues (SSI), in which the teaching of SSI is gradually considered by the international science education community as one of the important goals of science education. The current issues and challenges facing SSI teaching and how immersive media technologies can facilitate SSI teaching have become important issues of keen public interest.

Kitap değerlendirmesi: Kuramdan uygulamaya sosyobilimsel konular

Socio-scientific issues (SSI) that play a role in the development of twenty-first-century skills are directly included in the renewed science curriculum and science teacher training program in Turkey. In terms of the potential contribution of SSI integration to the development of science literacy and high-level knowledge and skills in education, the book titled “Socio-Scientific Issues from Theory to Practice” was reviewed in this study. This academic book prepared under the editorship of Assoc. Prof. Murat Genç and published in print and as an e-book consists of xviii+422 pages and 16 chapters. The target audience of the book consists of teachers, prospective and pre-service teachers, academicians and researchers in the field of science teaching. The chapter contents of the book have been structured by 20 researchers who are experts in their field. This book provides the reader with opportunities of supporting, experiencing science education and providing with a new point of view in the context of SSI with examples and recommendations. It provides not only obtaining theoretical scientific knowledge but also implementing it. In the new publication of the book, it can be suggested that the book may be enriched by adding new chapter titles in the scope of pedagogical content knowledge towards SSI teaching for different disciplines and different education levels.

Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

Shifting the Teaching Beliefs of Preservice Science Teachers About Socioscientific Issues in a Teacher Education Course.

The purpose of this study was to investigate how 22 preservice science teachers’ (PSTs’) beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner’s perspective and a teacher’s perspective during a 12-week initial teacher education course. The study also explored the learning experiences associated with these changes. This study was conducted in Hong Kong, where the science, technology, society and environment (STSE) framework has been integrated into the secondary science curriculum but no SSI instruction is provided. Data were collected through learning tasks completed by the participants: (a) curriculum designs (pre-, mid- and post-course), (b) lesson plans (mid- and post-course) and (c) weekly reflective journals. Six profiles characterising teaching beliefs about SSI emerged from the data analysis. Qualitative analysis showed that the teaching beliefs of the PSTs had shifted from the traditional view that SSI should not be covered in science education to embracing SSI teaching. Three illustrative cases were used to capture key learning experiences and explore how these had led to a change in beliefs over time. These cases explained how PSTs’ reflection on the why, what and how of teaching SSI to students can shape their beliefs about teaching SSI. The results have implications for the development of a closer alignment between PST beliefs and the SSI paradigm.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10763-021-10177-y.

Socioscientific Issues in Science Education: An opportunity to Incorporate Education about Risk and Risk Analysis?

Socioscientific issues (SSI) concern social issues, often lacking simple solutions, that relate to science and often also risk controversies. SSIs have become an established part of science education, aiming to teach students not only about content knowledge but also about the nature of science and to offer them practice in argumentation and decision making. We performed a scoping review of the literature on SSI in science education research, in order to investigate if the topics covered would lean themselves to education about risk, and if risk is raised in these works. Using Web of Science we identified 296 empirical publications and 91 theoretical or review publications about SSI teaching in science education. The empirical publications covered studies performed in primary to tertiary school, most commonly upper secondary school (32%). The most frequently taught SSI themes were nature conservation, biotechnology, and climate change. Despite that these, as most of the other identified themes, clearly are connected to risk analysis and risk management, few publications raised the concept of risk and the methods of risk analysis. In fact, almost half (empirical: 48%, theoretical: 49%) did not mention risk at all. We argue that SSIs present an opportunity for risk researchers to engage with educators to incorporate risk in school science education and to contribute in developing teaching materials suitable toward that aim.

Measuring Pupils’ Attitudes Towards Socioscientific Issues

This paper presents the results of a large-scale study to validate a questionnaire that measures pupils’ attitudes towards socioscientific issues (the PASSI questionnaire). We define socioscientific issues (SSI) as those topics that are about complex societal and technological developments that may induce ethical dilemmas. In this study, the term attitudes describes a combination of attitude components that relate to pupils’ engagement with SSI. Based on a literature review within social and educational psychology and sociology, on topics such as attitude development, scientific citizenship, social or civic engagement, and SSI teaching and learning, we developed a framework that describes several underlying components of pupils’ attitudes towards SSI. These components were translated into nine scales that comprise the PASSI. Results of a validation study among 1370 pupils (age 8–15), using exploratory factor analyses on subsample 1 and subsequently confirmatory factor analyses on subsample 2, indicated an eight-factor structure that showed good convergent and discriminant validity. Furthermore, the PASSI instrument showed adequate measurement invariance for boys and girls, pupils in primary and secondary education, and for pupils at different secondary educational tracks. The results are discussed in terms of directions for future research to further investigate the validity of the PASSI questionnaire. To conclude, the PASSI questionnaire validly measures eight attitudes towards SSI and could serve as a tool that raises awareness of pupils’ engagement with SSI. It can be used by researchers and teachers as a diagnostic instrument, to compare groups, and to study effects of SSI education.

Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning

ABSTRACT Secondary science teachers participated in a socio-scientific issues (SSI) professional development (PD) during which they co-designed SSI curriculum units. In this qualitative multiple case study, we followed a sub-set of eight teachers who enacted their SSI units in their classrooms and agreed to participate in the study. Clarke and Hollingsworth’s Interconnected Model of Professional Growth served as a theoretical framework. Primary data sources include one interview at the end of the PD, and a post-enactment interview. Field notes of the PD and the SSI curriculum units were secondary data sources. Data analysis resulted in the identification of three teacher profiles: Embracers, Dismissers, and Explorers. In teaching their SSI units, the Embracers foregrounded the SSI, maintained a focus on their SSI throughout the unit, made modifications to increase relevancy during the unit, and included an SSI culminating activity. The Dismissers equated the SSI approach to using a current topic to introduce a unit and gave little or no attention to the social dimensions. The Explorers used the SSI to introduce their units, valued and included limited social dimensions of the issue, but did not enact a SSI culminating activity. For each of the profiles, we elaborate their teaching beliefs, learning in the PD, and perceived salient outcomes of their SSI curriculum enactment. PD implications include explicit attention to teacher beliefs, working with groups of teachers from the same school, and the need to develop an array of instructional and assessment tools to support SSI teaching.

SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ SOSYOBİLİMSEL KONULARA YÖNELİK TUTUM VE GÖRÜŞLERİ

Bu araştırmanın amacı, sosyal bilgiler öğretmen adaylarının sosyobilimsel konulara yönelik tutum ve görüşlerini incelemektir. Küresel ısınma, nükleer santraller, organ bağışı, klonlama gibi tartışmalara neden olan sosyobilimsel konuların günlük yaşamda karşılaşılan problemlere uygun stratejik yaklaşımların geliştirilmesinde önemi bulunmaktadır. Karma yöntem (mixed-method research) yaklaşımına göre tasarlanan araştırma 2018-2019 eğitim-öğretim yılının bahar yarıyılında açıklayıcı ardışık desen ile gerçekleştirilmiştir. Nicel veriler, Topçu (2010) tarafından geliştirilen “Sosyobilimsel Konulara Yönelik Tutum Ölçeği ’ne” göre, nitel veriler ise “Yarı Yapılandırılmış Görüşme Formu” ile elde edilmiştir. Nicel verilerin analizinde bağımsız t testi, tek yönlü varyans analizi ve kruskal wallis testlerinden yararlanılmıştır. Nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmanın değişkenlerinden sınıf düzeyi, akademik not ortalaması, lise türü, bilimsel yayın takip durumu ve anne eğitim durumunun öğretmen adaylarının sosyobilimsel konulara yönelik tutumlarını etkilediği belirlenmiştir. Öte yandan cinsiyet, öğrenim gördüğü üniversite, yerleşim birimi, sosyal medya kullanımı, en fazla izlenilen televizyon programı ve baba eğitim durumu değişkenlerinin ise tutumları etkilemediği belirlenmiştir. Nitel bulgulara göre ise öğretmen adaylarının sosyobilimsel konuların öğretiminde kendilerini yeterli donanıma sahip olarak görmedikleri, bu konuları sosyal ve fen bilimleri alanındaki derslerle ilişkilendirdikleri ayrıca toplumsal-ahlaki ve tartışmalı konular şeklinde özetledikleri belirlenmiştir. Araştırmanın nitel bulgularının nicel bulguları büyük ölçüde desteklediği tespit edilmiş ve araştırmadan elde edilen bulgular ışığında bazı öneriler sunulmuştur.

How do we do this: learning how to teach socioscientific issues

Socioscientific Issues (SSI) provide a strong framework for engaging students and teachers in meaningful and relevant scientific discourse in the development of functional scientific literacy. However, while most teachers recognize the value of introducing students to SSI, they themselves have limited knowledge of SSI and often lack the confidence and support to teach these issues. For this study, the SSI framework provided a lens for exploring and understanding how 24 pre-service and in-service teachers navigated science, technology, engineering, and mathematics (STEM) curriculum to incorporate SSI into their classroom practice. The following questions guided our inquiry: (a) In what ways, if any, do practicing elementary classroom teachers’ notions of SSI, with particular attention to reducing carbon dioxide, change before and after completion of a STEM and Society course? (b) To what extent do practicing elementary teachers’ change their implementation of SSI in their lessons and classroom instruction? The findings of this study showed positive views of teaching controversial and complex case-based issues. The reasons our teachers provided included raising environmental awareness, teaching social responsibility, and teachers’ interest on SSI topics. Our findings also supported development of the cultural issues component of SSI that we can attribute to teachers’ field experiences in Pennsylvania, USA and in Sicily, Italy, which included shifts on teachers’ perceived cultural practices, reducing carbon dioxide, and teaching of SSI in their classrooms. Our study can potentially provide useful resources for developing STEM education programs and courses with research-based content and methods for introducing new contexts to elementary science teachers.

Uma abordagem para o ensino através de Questões Sociocientíficas e aprendizagem baseada em modelos (SIMBL)

Ensinar com questões sociocientíficas (QSC) representa uma abordagem específica para a educação CTSA. Demonstrou-se que o ensino baseado em QSC apoia a aprendizagem dos alunos e apresenta noções progressivas de letramento científico. No entanto, a abordagem pode ser desafiadora e nossa equipe tem trabalhado para desenvolver uma estrutura para apoiar o ensino baseado em QSC. Nossos primeiros esforços levaram à criação de uma sequência de ensino que descreve fases sequenciais para a implementação de uma unidade baseada em QSC. O trabalho subsequente com os professores que aprovaram a QSC levou ao desenvolvimento de um conjunto de seis características essenciais da aprendizagem baseada em Questões Sociocientíficas e em Modelos (SIMBL). Esses recursos se concentram nas oportunidades de aprendizado que os alunos devem ter ao se envolverem com a QSC. As seis características são: 1) explorar fenômenos científicos subjacentes; 2) engajar-se em modelagem científica; 3) considerar a dinâmica de questões sobre o sistema; 4) empregar estratégias de letramento em informação e mídias; 5) comparar e contrastar múltiplas perspectivas; e 6) elucidar a própria posição/solução. Apresentamos exemplos retirados de dois módulos, um projetado para a exploração climática por estudantes do ensino médio e outro projetado para a exploração de perda de habitat de borboleta por alunos do ensino fundamental, para ilustrar maneiras pelas quais cada um dos recursos essenciais pode ser abordado nas salas de aula de ciências.

Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

AbstractThe purpose of this study is to provide insight into short‐term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK‐before), (b) lesson reflection form (PCK‐after), (c) lesson observation table (PCK‐in‐action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.