Abstract
A paramount commitment of science education is to enable students to tackle societal, real-life issues by making decisions that are informed by science. This commitment has been the basis of the notion of socio-scientific issues (SSI), which has developed into an important strand of science education research. Despite a range of documented benefits of SSI – such as improving students’ learning of content, developing interest, and improving students’ argumentation competencies – it is a widespread finding that it is profoundly difficult to change teaching practice into one that regularly harbours high quality SSI-teaching. We discuss the notion of SSI – both from the perspective of its historical development and from the perspective of its present manifestation in curricula and policy documents – and we will focus on the new perspectives of socioscientific issues and point to how some of the most persistent challenges for the uptake of SSI-teaching can be alleviated.
| Original language | Danish |
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| Publication date | 2019 |
| Publication status | Published - 2019 |
| Event | ESERA 2019: The beauty and pleasure of understanding: engaging with contemporary challenges through science education - Bologna, Italy Duration: 26 Aug 2019 → 30 Aug 2019 https://www.esera2019.org/# |
Conference
| Conference | ESERA 2019 |
|---|---|
| Country/Territory | Italy |
| City | Bologna |
| Period | 26/08/2019 → 30/08/2019 |
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