Abstract
A key focus of the Science|Environment|Health pedagogy is the integration of controversial and challenging topics which indicate a social or moral dilemma and are important as well as realistic for the individual and/or society. Science education research literature often refers to these issues as socioscientific issues. This chapter provides the narrative reflection of an Austrian biology teacher working with students aged 15–17 years old on her attempt to implement socioscientific issues (abortion, vaccination, antibiotics and veganism) in her everyday classroom teaching. It shares her perspectives on using socioscientific issues and her practice-based experiences on designing learning environments. Qualitative data (anonymised transcripts of group discussions, interviews and essays; teaching journal) indicates that the students dealt with some issues more easily, whereas they perceived others as more difficult and, in general, seemed uninvolved or effortless. Reasons to explain these observations are discussed. These include aspects of the specific school conditions, the perceived relevance of the issues and lived experience and teacher as well as student knowledge. In order to meet the challenges described in this chapter, teachers as well as researchers need an understanding of the context-, culture- and site-specific aspects of socioscientific issues.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alfs, N., Heusinger von Waldegge, K., & Hößle, C. (2012). Bewertungsprozesse verstehen und diagnostizieren. Zeitschrift für interpretative Schul- und Unterrichtsforschung, 1, 83–112.
Archan, S., & Mayr, T. (2006). Vocational education and training in Austria. Office for Official Publications of the European Communities.
Atwood, S., Turnbull, W., & Carpendale, J. I. M. (2010). The construction of knowledge in classroom talk. The Journal of the Learning Sciences, 19(3), 358–402.
Barrett, S., & Nieswandt, M. (2010). Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates’ beliefs. Journal of Research in Science Teaching, 47, 380–401.
BBWF/Austrian Federal Ministry of Education, Science and Research. (2019). Grundsatzerlass Sexualpädagogik. Bundesministerium für Bildung, Wissenschaft und Forschung. https://www.bmbwf.gv.at/dam/jcr:08103767-01cb-4a3c-8bf8-0282aca5d676/2015_11.pdf. Accessed 11 Jan 2021
Beauchamp, T. L., & Childress, J. F. (2001). Principles of biomedical ethics (5th ed.). Oxford University Press.
Beckwith, F. J. (2007). Defending life: A moral and legal case against abortion choice. Cambridge University Press.
BGBl. (2018). Federal Law Gazette for the Republic of Austria, No. 230/2018, Series II, of 31 August 2018.
BGBl. (1974). Penal Code section 97. Federal Law Gazette for the Republic of Austria, No. 60/1974, as last amended by BGBl No. 112/2015, Series I, of 13 August 2015.
Berne, B. (2014). Progression in ethical reasoning when addressing socio-scientific issues in biotechnology. International Journal of Science Education, 36(17), 2958–2977.
Bossér, U., Lundin, M., Lindahl, M., & Linder, C. (2015). Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices. European Journal of Science and Mathematics Education, 3, 159–176.
Byrne, J., Ideland, M., Malmberg, C., & Grace, M. (2014). Climate change and everyday life: Repertoires children use to negotiate a socio-scientific issue. International Journal of Science Education, 36(9), 1491–1509.
Day, S. P., & Bryce, T. G. K. (2011). Does the discussion of socio-scientific issues require a paradigm shift in science teachers’ thinking? International Journal of Science Education, 33, 1675–1702.
Eilks, I., & Ralle, B. (2002). Participatory action research in chemical education. In B. Ralle & I. Eilks (Eds.), Research in chemical education – What does this mean? (pp. 87–98). Aachen.
Ekborg, M., Ideland, M., & Malmberg, C. (2017). Science for life – A conceptual framework for construction and analysis of socio-scientific cases. Nordic Studies in Science Education, 5(1), 35.
Erduran, S. (2008). Methodological foundations in the study of argumentation in science classrooms. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 47–69). Springer.
Fensham, P. J. (2012). Preparing citizens for a complex world: The grand challenge of teaching socio-scientific issues in science education. In A. Zeyer & R. Kyburz-Graber (Eds.), Science | environment | health. Towards a renewed pedagogy for science education (pp. 7–30). Springer.
Friedrichsen, P., Sadler, T. D., Graham, K., & Brown, P. (2016). Design of a socioscientific curriculum unit: Antibiotic resistance, natural selection, and modeling. International Journal of Designs for Learning, 7(1), 1–18.
Grace, M. (2009). Developing high quality decision-making discussions about biological conservation in a normal classroom setting. International Journal of Science Education, 31(4), 551–570.
Hancock, T. S., Friedrichsen, P. J., Kinslow, A. T., & Sadler, T. D. (2019). Selecting socio-scientific issues for teaching. Science & Education, 28, 639–667.
Hans, J. D., & Kimberly, C. (2014). Abortion attitudes in context: A multidimensional vignette approach. Social Science Research, 48, 145–156.
Höttecke, D., Hößle, C., Eilks, I., Menthe, J., Mrochen, M., Oelgeklaus, H., & Feierabend, T. (2010). Judgment and decision-making about socio-scientific issues: One basis for a cross-faculty approach for learning about climate change. In I. Eilks & B. Ralle (Eds.), Contemporary science education (pp. 179–192). Shaker.
Holzmann, H., & Wiedermann, U. (2019). Mandatory vaccination: Suited to enhance vaccination coverage in Europe? Eurosurveillance, 24(26), 1900376.
Hsiao, T. (2015). In defense of eating meat. Journal of Agricultural and Environmental Ethics, 28, 277–291.
Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431–446.
Lewis, J., & Leach, J. (2006). Discussion of socio-scientific issues: The role of science knowledge. International Journal of Science Education, 28, 1267–1287.
Malmberg, C., & Urbas, A. (2019). Health in school: Stress, individual responsibility and democratic politics. Cultural Studies of Science Education, 14, 863–878.
Mayring, P. (2014). Qualitative content analysis. Theoretical foundation, basic procedures and software solution. Primary Publication. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173. Accessed 11 Jan 2021
Mercer, N. (2000). Words and minds. Routledge.
Morand, S., & Lajaunie, C. (2019). Linking biodiversity with health and well-being: Consequences of scientific pluralism for ethics, values and responsibilities. Asian Bioethics Review, 11(2), 153–168.
Oulton, C., Day, V., Dillon, J., & Grace, M. (2004). Controversial issues – Teachers’ attitudes and practices in the context of citizenship education. Oxford Review of Education, 30, 489–507.
Posch, P. (2019). Action research – Conceptual distinctions and confronting the theory-practice divide in lesson and learning studies. Educational Action Research, 27(4), 496–510.
Rafolt, S., Kapelari, S., & Kremer, K. (2019a). Kritisches Denken im naturwissenschaftlichen Unterricht - Synergiemodell, Problemlage und Desiderata. Zeitschrift für Didaktik der Naturwissenschaften, 25, 63–75.
Rafolt, S., Kohler, J., & Kapelari, S. (2019b). Secondary school students’ evaluation of vaccinations. In Pixel (Ed.), New perspectives in science education - conference proceedings 2019 (pp. 559–563). Filodiritto Editore.
Rafolt, S., Thaler, J., & Kapelari, S. (2019c). Argumentation about antibiotic resistance in secondary school biology. The role of skills, knowledge and learning environments. In Pixel (Ed.), New perspectives in science education - conference proceedings 2019 (pp. 531–535). Bologna.
Rafolt, S., & Kapelari, S. (2018). A pilot study for promoting Students’ critical thinking through an upper-secondary biology class in Austria. In Pixel (Ed.), Conference proceedings. New perspectives in science education (7th ed., pp. 487–491). libreriauniversitaria.it.
RCOG/Royal College of Obstetricians & Gynaecologists. (2011). The care of women requesting induced abortion. RCOG Press. https://www.rcog.org.uk/globalassets/documents/guidelines/abortion-guideline_web_1.pdf. Accessed 11 Jan 2021
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155–169.
RKI/Robert Koch Institut. (2016). Antworten des Robert Koch-Instituts und des Paul-Ehrlich-Instituts zu den 20 häufigsten Einwänden gegen das Impfen. https://www.rki.de/DE/Content/Infekt/Impfen/Bedeutung/Schutzimpfungen_20_Einwaende.html. Accessed 11 Jan 2021.
Rose, D., Heller, M. C., & Roberto, C. A. (2019). Position of the society for nutrition education and behavior: The importance of including environmental sustainability in dietary guidance. Journal of Nutrition Education and Behavior, 51, 3–15.
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536.
Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43, 353–376.
Shaw, I. F. (2003). Ethics in qualitative research and evaluation. Journal of Social Work, 3(1), 9–29.
Tal, T., & Kedmi, Y. (2006). Teaching socioscientific issues: Classroom culture and students’ performances. Cultural Studies of Science Education, 1, 1–30.
Taylor, M., Spillane, A., & Arulkumaran, S. S. (2020). The Irish Journey: Removing the shackles of abortion restrictions in Ireland. Best Practice & Research Clinical Obstetrics & Gynaecology, 62, 36–48.
Tidemand, S., & Nielsen, J. A. (2017). The role of socioscientific issues in biology teaching: From the perspective of teachers. International Journal of Science Education, 39, 44–61.
Toulmin, S. (1958). The uses of argument. Cambridge University Press.
United Nations. (1948). Universal declaration of human rights. https://www.un.org/en/universal-declaration-human-rights/index.html. Accessed 11 Jan 2021.
Viens, A. M., & Dawson, A. (2014). Vaccination ethics. Vaccine, 32, 7161–7162.
von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45, 101–131.
Watson, K. (2019). Abortion as a moral good. The Lancet, 393(10177), 1196–1197.
WHO. (2019). Model list of essential medicines, 21st list. World Health Organization. https://www.who.int/publications/i/item/WHOMVPEMPIAU2019.06. Accessed 11 Jan 2021
WHO. (2015). Global action plan on antimicrobial resistance. World Health Organization. https://apps.who.int/iris/handle/10665/193736. Accessed 11 Jan 2021
WHO Regional Office for Europe & BZgA. (2010). Standards for sexuality education in Europe. Federal Centre for Health Education. https://www.bzga-whocc.de/fileadmin/user_upload/WHO_BZgA_Standards_English.pdf. Accessed 11 Jan 2021
Wilson, J. (2014). The ethics of disease eradication. Vaccine, 32, 7179–7183.
Wolfensberger, B., Piniel, J., Canella, C., & Graber-Kyburz, R. (2010). The challenge of involvement in reflective teaching: Three case studies from a teacher education project on conducting classroom discussions on socio-scientific issues. Teaching and Teacher Education, 26, 714–721.
Yacoubian, H. A., & Khishfe, R. (2018). Argumentation, critical thinking, nature of science and socioscientific issues: A dialogue between two researchers. International Journal of Science Education, 40, 796–807.
Zeyer, A., Álvaro, N., Arnold, J., Benninghaus, J. C., Hasslöf, H., Kremer, K., & (…) Keselman, A. (2019). Addressing complexity in science | environment | health pedagogy. In E. McLoughlin, O. Finlayson, S. Erduran, & P. Childs (Eds.), Contributions from science education research, selected papers from the ESERA 2017 conference. Springer.
Zeyer, A., & Dillon, J. (2019). Addressing wicked problems through science | environment | health. Disciplinary and Interdisciplinary Science Education Research. https://doi.org/10.13140/RG.2.2.23434.72641
Zeyer, A., & Dillon, J. (2014). Science | Environment | Health – Towards a reconceptualisation of three critical and inter-linked areas of education. International Journal of Science Education, 36(9), 1409–1411.
Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 36–62.
Zoller, U., Donn, S., Wild, R., & Beckett, P. (1991). Teachers’ beliefs and views on selected science–technology–society topics: A probe into STS literacy versus indoctrination. Science Education, 75, 541–561.
Acknowledgements
I express my sincere gratitude to my students for participating in this study. I also wish to thank Julia Kohler, Julia Thaler, Anna Blasbichler, Lena Piok and Larissa Theiner for supporting data collection, Suzanne Kapelari for valuable discussions about data interpretation, and Tore van der Leij, Albert Zeyer and Regula Kyburz-Graber for their insightful suggestions and careful reading of the manuscript. This research was supported by the Federal Ministry of Education, Science and Research.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Rafolt, S. (2021). A Teacher’s Perspective on Socioscientific Issues. In: Zeyer, A., Kyburz-Graber, R. (eds) Science | Environment | Health. Contributions from Science Education Research, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-030-75297-2_9
Download citation
DOI: https://doi.org/10.1007/978-3-030-75297-2_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-75296-5
Online ISBN: 978-3-030-75297-2
eBook Packages: EducationEducation (R0)