A Framework for Socio-scientific Issues Based Education

Science instruction based on student exploration of socio-scientific issues (SSI) has been presented as a powerful strategy for supporting science learning and the development of scientific literacy. This paper presents an instructional framework for SSI based education. The framework is based on a...

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Bibliographic Details
Published in:Science educator 2013-07, Vol.22 (1), p.26
Main Authors: Presley, Morgan L, Sickel, Aaron J, Muslu, Nilay, Merle-Johnson, Dominike, Witzig, Stephen B, Izci, Kemal, Sadler, Troy D
Format: Article
Language:English
Subjects:
Classroom Environment
Climate change
Curriculum Design
Decision making
Design
Education reform
Educational Environment
Educational Policy
Faculty Development
Influences
Instructional Design
Learner Engagement
Learning
Literacy
R&D
Research & development
School Districts
School environment
Science and Society
Science education
Science Instruction
Scientific Principles
Student Experience
Students
Teacher Characteristics
Teacher Competencies
Teaching
Teaching Methods
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Summary:Science instruction based on student exploration of socio-scientific issues (SSI) has been presented as a powerful strategy for supporting science learning and the development of scientific literacy. This paper presents an instructional framework for SSI based education. The framework is based on a series of research studies conducted in a diverse range of classrooms that made use of several different SSI. Based on the findings and recommendations of these studies, a framework that captures key elements of successful SSI based teaching and learning is advanced. The framework consists of three core aspects - design elements, learner experiences, and teacher attributes which together are shaped by various contexts such as the classroom, the school/district, the community, and state/national policy. The paper describes each of these aspects and provides relevant examples. The framework presents elements necessary for SSI-based instruction with the aim of informing classroom practice, curriculum design, professional development and future research. [PUBLICATION ABSTRACT]
ISSN:1094-3277