Perceptions,challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review |
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| Affiliation: | 1. Centre for Instructional Psychology and Technology, KU Leuven, Belgium;2. Centre for Educational Research and Development, KU Leuven – Campus Brussels, Belgium;1. Islamic Azad University(IAU), Gorgan Branch, Department of English Language Teaching, Post Code 19615-1194, IAU, Daneshjoo Street, Shahid Kalantari Boulvard, Gorgan, Iran;2. Department of Foreign Languages, Kharazmi University, Post Code 15614, No. 43 Mofatteh Street, Tehran, Iran;1. University of Central Lancashire, Cyprus, 12-14 University Avenue, Pyla, 7080 Larnaka, Cyprus;2. University of Cyprus, Learning in Science Group, Department of Educational Sciences, P.O. Box 20537, 1678 Cyprus;1. Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Germany;2. Division of Medical Education Research and Curriculum Development, Study Deanery of University Medical Center Göttingen, Germany;3. Department of Cardiology and Pneumology, University Medical Center Göttingen, Germany;4. Institute for Medical Education, University Hospital Bonn, Germany |
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| Abstract: | Science education in recent years has increasingly emphasized the connections between knowledge and matters of social importance. Socioscientific issues (SSIs)—complex, often controversial issues linked to the development of science and technology—are widely recognized as a valuable arena for the school curriculum to foster students’ scientific literacy. This paper reviews the research literature on how science teachers teach socioscientific issues with 25 empirical studies published between 2004 and 2019. The results show that teachers generally hold a partially informed understanding of SSI-based teaching. Multifarious challenges facing teachers in teaching SSIs are mainly at the teacher, student, and policy levels. However, our findings suggest that teachers lack explicit strategies to cope with these challenges and that SSI-based teaching should not rely on individual teachers alone. We argue for more support for teachers to improve the quality of their implementation of SSIs. This review has implications for education policymakers, teacher educators, school leaders, and teachers to respond to the challenges facing teachers in teaching SSIs collaboratively. Potential directions for further research are also discussed. |
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| Keywords: | Socioscientific issues Science teacher Science education Systematic review |
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