New Directions for Place-Based Socioscientific Issue Instruction and Research

Abstract

This final chapter discusses potential areas of research and practice in place-based socioscientific issues (SSI) education. The arguments presented in this chapter are based on the empirical studies collected in this book. The first key direction observed in the book’s content was the significance of place. Another key message conveyed by the studies was the necessity of fostering learner agency. The studies in the book emphasized strong collaborations between schools and other institutions, such as government agencies, non-profit organizations, and local businesses, which resulted in community involvement in place-based SSI. One of the most recent trends in the literature on SSI is the emphasis on perspective-taking, which has been identified as necessary for a more scientifically literate population. Finally, and perhaps most importantly, pre-and in-service teacher education is a major focus of research and practice in place-based SSI. This collection of studies presents the findings of place-based SSI interventions for preservice teachers.