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Socioscientific issues: Theory and practice

  • Published:
Journal of Elementary Science Education

Abstract

Drawing upon recent research, this article reviews the theory underlying the use of socioscientific issues (SSI) in science education. We begin with a definition and rationale for SSI and note the importance of SSI for advancing functional scientific literacy. We then examine the various roles of context, teachers, and students in SSI lessons as well as the importance of classroom discourse, including sociomoral discourse, argumentation, discussion, and debate. Finally, we discuss how SSI units, which encourage evidence-based decisionmaking and compromise, can improve critical thinking, contribute to character education, and provide an interesting context for teaching required science content.

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Authors and Affiliations

  1. Department of Secondary Education, College of Education EDU162, University of South Florida, 33620-5650, Tampa, FL

    Dana L. Zeidler Ph.D. & Bryan H. Nichols

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  1. Dana L. Zeidler Ph.D.
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  2. Bryan H. Nichols
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Correspondence to Dana L. Zeidler Ph.D..

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Zeidler, D.L., Nichols, B.H. Socioscientific issues: Theory and practice. J Elem Sci Edu 21, 49–58 (2009). https://doi.org/10.1007/BF03173684

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  • DOI: https://doi.org/10.1007/BF03173684

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