Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes
Science education scholars and practitioners have called for the contextualization of science content through the exploration of socially relevant issues, also known as socio-scientific issues (SSI), throughout the field’s history. In this chapter we explore the effectiveness of SSI as contexts for...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Book Chapter |
| Published: |
Springer
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/47317 |
| _version_ | 1848757800362049536 |
|---|---|
| author | Sadler, T. Dawson, Vaille |
| author2 | Barry Fraser |
| author_facet | Barry Fraser Sadler, T. Dawson, Vaille |
| author_sort | Sadler, T. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Science education scholars and practitioners have called for the contextualization of science content through the exploration of socially relevant issues, also known as socio-scientific issues (SSI), throughout the field’s history. In this chapter we explore the effectiveness of SSI as contexts for science education. Specifically, we review studies that empirically test the effects of SSI-based curricula on the following learning outcomes: science content knowledge, nature of science, interest and motivation, and argumentation. The results provide evidence of positive effects of SSI-based curricula on student learning and practices related to all of the aforementioned areas. We conclude that the research base supports integration of SSI in school science education. |
| first_indexed | 2025-11-14T09:33:51Z |
| format | Book Chapter |
| id | curtin-20.500.11937-47317 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:33:51Z |
| publishDate | 2012 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-473172023-02-07T08:01:22Z Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes Sadler, T. Dawson, Vaille Barry Fraser Kenneth Tobin Campbell McRobbie Science education scholars and practitioners have called for the contextualization of science content through the exploration of socially relevant issues, also known as socio-scientific issues (SSI), throughout the field’s history. In this chapter we explore the effectiveness of SSI as contexts for science education. Specifically, we review studies that empirically test the effects of SSI-based curricula on the following learning outcomes: science content knowledge, nature of science, interest and motivation, and argumentation. The results provide evidence of positive effects of SSI-based curricula on student learning and practices related to all of the aforementioned areas. We conclude that the research base supports integration of SSI in school science education. 2012 Book Chapter http://hdl.handle.net/20.500.11937/47317 10.1007/978-1-4020-9041-7_53 Springer restricted |
| spellingShingle | Sadler, T. Dawson, Vaille Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes |
| title | Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes |
| title_full | Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes |
| title_fullStr | Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes |
| title_full_unstemmed | Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes |
| title_short | Socio-scientific issues in science education: Contexts for the promotion of key learning outcomes |
| title_sort | socio-scientific issues in science education: contexts for the promotion of key learning outcomes |
| url | http://hdl.handle.net/20.500.11937/47317 |