Socio-scientific issues based education

Introduction[edit | edit source]

“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[edit | edit source]

The Sadler et al. model[edit | edit source]

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[edit | edit source]