ERIC Number: EJ1046013
Record Type: Journal
Publication Date: 2014-Jan
Reference Count: 5
Danielowich, Robert M.
Science Teacher, v81 n1 p47-52 Jan 2014
Science teachers are aware of many social issues that intersect with science. These socio-scientific issues (SSIs) are "open-ended problems without clear-cut solutions [that] can be informed by scientific principles, theories, and data, but…cannot be fully determined by [them]" (Sadler 2011, p. 4). This article describes the SSI lessons that were created by 4 biology teachers and one chemistry teacher in a racially and ethnically diverse high school. The lessons focus mostly on life science SSIs, but others could use the same strategies and focus instead on physical science SSIs (e.g., nuclear power, global warming, or beach erosion). SSI lessons uncovered the often unexpressed thinking of many students, especially those who typically struggle. SSI teaching is certainly not the only way to accomplish these goals, but it was a practical, powerful, and meaningful way to begin working toward them in earnest.
Descriptors: Science Instruction, Science Teachers, High Schools, Secondary School Teachers, Secondary School Science, Lesson Plans, Science and Society, Social Problems, Relevance (Education), Scaffolding (Teaching Technique), Diseases, Genetic Disorders, Evaluation Methods, Food, Medicine
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Authoring Institution: N/A