Socio-scientific issues-based instruction combines controversial socially-relevant issues with course content in order to increase student learning. Issues-based teaching is a variant of problem-based teaching in which authentic, real-life issues are the central focus and the socio-scientific aspect. The issue does not have closed boundaries that lead to a specific answer, but is open to exploration, inquiry and integration of multiple disciplines. Students can investigate a wide range of subjects and the ramifications of them in science, society, politics, economics and any other realm that affects the everyday life of a learner.
- Processing focus: analysis
- Instructional phase: during/after discussion or assignment
- Response mode emphasized: oral/written discussion
- Strategy emphasized: investigation and discussion
- Skill emphasized: analysis and discussion
- Source of information: issue-based
- Type of instruction: facilitation
There is no customary or set delivery method for teaching science using socio-scientific issues. Socio-scientific issues-based learning can constitute a single exercise in the classroom or can be integrated into the entire curriculum. When using issues-based instruction in the classroom, it is best to use current controversies to reinforce the comprehension and retention of subject matter content. It is a feasible strategy as an in-class task or as a take-home assignment. It can also be done with classes asynchronously, in on-line courses or as take-home work for students, or synchronously as part of a real-time virtual debate.
Education research on using socio-scientific issues to teach science has shown that it increases student interest and motivation, improves the development of their higher order thinking skills, and increases their understanding of the nature of science. It can also improve students’ content knowledge. (Klosterman and Sadler, 2010). This approach requires students to develop a position on a controversial, real-world issue, discover evidence that supports or refutes their position and communicate their position to their peers. These are skills that will serve them both in their future academic studies and in the workforce. Issues-based instruction works best when students are briefly introduced to the issue at the beginning of lecture. This brief introduction imparts an interest in the facts and concepts being covered for that topic. The instructor can then use the introduction as a way of showing students how particular facts are important to the issue.
Successful Socio-scientific Issues-based Instruction will:
- Connect the issue to course content goals.
- Facilitate peer interactions.
- Provide guidelines for discussion.
- Provide a framework for investigating the issue