Abstract
Sadler: To begin this chapter, the authors discuss the socio-scientific issues (SSI) movement in terms of related approaches to the contextualization of science education in issues that matter to students, teachers, and the broader population. They highlight relationships between SSI and the Science-Technology-Society (STS) movement and discuss different ways in which the movements overlap and share consistency: “The essence of all these ideas [SSI, STS, and other approaches that promote progressive visions of scientific literacy] is that the science content should be situated in real, important and often—controversial issues that gain the public’s interest” (p. 1). Later in the introduction, the authors extend the links between STS and SSI to include Education for Sustainability and Environmental Education. Historically, many of the issues addressed in Environmental Education (EE) are also issues featured within STS and SSI approaches. For instance, issues related to water pollution and quality fit easily into curricula labeled as EE or SSI. However, I see the purpose of a SSI-oriented curriculum and an EE-oriented curriculum as being significantly different. An SSI approach supports the development of individual learners and emergent communities of learners in terms of decision-making, participation in democratic processes, and reasoning. The focus is on student development and not on the promotion of a particular point of view or orientation. An EE approach may support similar processes but does so toward a desired result, that is, proenvironment attitudes and behaviors.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M.-Y., Sanders, D., et al. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87, 107–111.
Hart, P. (2007). Environmental education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum Associates.
Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645–670.
Sauvé, L. (2005). Currents in environmental education: Mapping a complex and evolving pedagogical field. Canadian Journal of Environmental Education, 10, 11–37.
Tal, T. (2008). Learning about agriculture within the framework of education for sustainability. Environmental Education Research, 14, 273–290.
UNESCO. (1977). First intergovernmental conference on environmental education: Final report. Paris: UNESCO.
Zoller, U. (1991). Problem solving and problem solving paradox in decision-making oriented environmental education. In S. Keiny & U. Zoller (Eds.), Conceptual issues in environmental education (pp. 71–87). New York: Peter Lang.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Wong, S.L., Tal, T., Sadler, T.D. (2011). Metalogue: Using Issues and Participatory Experiences to Enhance Student Learning and Interest. In: Sadler, T. (eds) Socio-scientific Issues in the Classroom. Contemporary Trends and Issues in Science Education, vol 39. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1159-4_3
Download citation
DOI: https://doi.org/10.1007/978-94-007-1159-4_3
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-1158-7
Online ISBN: 978-94-007-1159-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)