• Avi HofsteinEmail author
  • Ingo Eilks
  • Rodger Bybee


One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.


context-based-learning relevance science curriculum scientific literacy for all socioscientific issue teaching and learning science 


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Copyright information

© National Science Council, Taiwan 2011

Authors and Affiliations

  1. 1.Weizmann Institute of ScienceRehovotIsrael
  2. 2.University of BremenBremenGermany
  3. 3.BSCSColorado SpringsUSA

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