Socio-scientific Issues in the Classroom

Volume 39 of the series Contemporary Trends and Issues in Science Education pp 133-159


Discussing a Socioscientific Issue in a Primary School Classroom: The Case of Using a Technology-Supported Environment in Formal and Nonformal Settings

  • Maria EvagorouAffiliated withSchool of Education, University of Nicosia (UNic) Email author 

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Recent educational reports in the USA (Duschl, Schweingruber, & Shouse, 2007), the UK (Osborne, 2007), and elsewhere in Europe have called for a science education that places an emphasis on scientific literacy, and makes the connection between science and everyday life. The focus of this approach is on the social aspects of science, aiming to prepare young people for life beyond school. Aikenhead (2006) has attempted to define the term by explaining scientific literacy as acquiring knowledge for science—that is, both knowledge of the content and knowledge about science, which he sees as the social processes of science. Likewise, in national reform documents, the core of scientific literacy is related to understanding knowledge and processes of science, and the application of this knowledge (AAAS, 1993; National Research Council, 1996).