Socio-scientific issues based education
Introduction
“A Framework for Socio-scientific Issues Based 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.” [1]
“Socio-scientific teaching and learning (SSI-TL) has been suggested as an effective approach for supporting meaningful learning in school contexts; however, limited tools exist to support the work of designing and implementing this approach. [..] Socio-scientific Issues Teaching and Learning (SSI-TL) shares features with other pedagogical approaches including project based learning (Krajcik, McNeill & Reiser, 2008), case based approaches (Yadav et al., 2007), and context based learning (Bennet & Lubben, 2006).” [2]
Models
The Sadler et al. model
The model developed by Sadler and others went through several stages.
Their 2013 framework for SSI-based instruction is divided intro three sections: (1) core aspects, (2) classroom environment and (3) peripheral influences. The three core aspects are: (a) design elements, (b) learner experiences, and (c) teacher attributes.
Bibliography
- ↑ Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A Framework for Socio-Scientific Issues Based Education. Science Educator, 22(1), 26-32. https://files.eric.ed.gov/fulltext/EJ1062183.pdf
- ↑ Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87. https://ijemst.net/index.php/ijemst/article/view/110