Abstract
The central idea of this chapter is about engaging youth in research-informed action (RiA) projects to address various socio-scientific issues (SSIs) that affect individual, social and ecological well-being. Given that there is a growing concern around the world about many of the negative aspects of SSIs, with climate change being probably the most pressing issue of the twenty-first century, I have decided to transform my science curriculum in a way that will allow my students to examine critical socio-scientific issues in the classroom, propose practical courses of actions and implement these actions in their community to address the issues they examined. In this chapter I reflect on my experiences as a teacher guiding my Grade 10 ‘Academic’ science students through three RiA projects with the last project being mostly directed by the students. The use of social correlational studies are discussed as a type of open-ended science inquiry that has been shown to motivate students’ socio-political actions. I include various examples of action-ready materials that students developed to address issues concerning household chemicals, recycling in the school cafeteria, modes of transportation, water consumption, subliminal messages in advertising, consumption of multivitamins and many others. I believe that students around the world can be empowered to become agents of positive social change and that teachers and science educators can become the facilitators of issues-based, action-oriented science curriculum helping their students develop expertise and confidence for self-directed research-informed activism.
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Notes
- 1.
In Ontario, Canada, the context for the research reported here, SSI education is addressed in a domain of learning known as ‘STSE’ (Science, Technology, Society & Environment) education.
- 2.
For a fuller description of STEPWISE, please visit: www.stepwiser.ca
- 3.
In Ontario, the jurisdiction of the research reported here, students are able to take courses at different levels of sophistication. Those labeled ‘academic’ are organized for students likely to pursue university-level courses in the subject area. Meanwhile, ‘applied’ courses are designed for students likely to enter the workforce or college after high school.
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A ‘placemat’ is an instructional tactic that involves students in writing individual ideas in sections (e.g., quadrants) and then, after sharing, writing common ideas in the middle of the placemat.
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Krstovic, M. (2014). Preparing Students for Self-Directed Research-Informed Actions on Socioscientific Issues. In: Bencze, J., Alsop, S. (eds) Activist Science and Technology Education. Cultural Studies of Science Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_22
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