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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/216540
Conceptualization of Socioscientific Issues in Educational Practice from a Review of Research in Science Education
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The pedagogical use of Socioscientific Issues (SSI) in formal education has increased in the last decade, specifically as a way to improve STEM teaching processes and results. However, several theoretical interpretations coexist about SSI in formal education, thus posing a challenge to developing knowledge from practice. An examination of recent papers was conducted to elicit the conceptualizations of SSI in science education research according to three theoretical dimensions of the curriculum: purpose, contents, and teaching and learning strategies. Results show that as for purpose, SSI is currently conceptualized as citizenship education, and scientific literacy or competence. As for contents, SSI is related both to knowledge of science and knowledge about science, as well as some skills such as argumentation. Finally, SSI is associated to pedagogical strategies, mainly Inquiry-Based Learning; and to pedagogical techniques such as dilemmas and group discussions. This conceptualization sets up foundations for the design and evaluation of innovative SSI educational practices. It shall also help to promote new lines of research that establish connections among practical applications of SSI in different subjects, cultural contexts, and educational systems
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ALCARAZ DOMÍNGUEZ, Silvia and BARAJAS, Mario. Conceptualization of Socioscientific Issues in Educational Practice from a Review of Research in Science Education. International Journal of Information and Education Technology. 2021. Vol. 11, num. 6, pags. 297-302. [consulted: 6 of June of 2026]. Available at: https://hdl.handle.net/2445/216540