The Use of Socioscientific Issues in Science Lessons: A Scoping Review

Cristina Viehmann (), Juan Manuel Fernández Cárdenas () and Cristina Gehibie Reynaga Peña
Additional contact information
Cristina Viehmann: School of Humanities and Education, Tecnológico de Monterrey, Monterrey Campus, Monterrey 64700, NL, Mexico
Juan Manuel Fernández Cárdenas: School of Humanities and Education, Tecnológico de Monterrey, Monterrey Campus, Monterrey 64700, NL, Mexico
Cristina Gehibie Reynaga Peña: School of Humanities and Education, Tecnológico de Monterrey, Monterrey Campus, Monterrey 64700, NL, Mexico

Sustainability, 2024, vol. 16, issue 14, 1-29

Abstract: Socioscientific issues represent an innovative approach within the realm of STEM education as they integrate real-world problems, promote critical thinking, and encourage interdisciplinary learning, thus preparing students to address complex societal challenges through scientific inquiry. The objective of this scoping review was to analyze the use of SSIs in science lessons. A database search of Web of Science and Scopus focused on articles published between 2013 and 2023. When applying the inclusion and exclusion criteria, a total of 106 articles were selected. The scoping review revealed a focus on socioscientific issues within high school and undergraduate curricula, particularly pertaining to environmental, genetic, and health-related concerns, as well as localized SSIs. A variety of methodological approaches, predominantly qualitative, were applied to capture the educational dynamics of integrating socioscientific issues into pedagogy. Inquiry-based learning emerges as a preferred pedagogical model, stimulating student engagement with real societal challenges. The educational resources employed encompass both conventional texts and digital tools, such as data mapping and visualization software, facilitating a multifaceted comprehension of SSIs. Pedagogical techniques are diverse, incorporating argumentation, role-playing, and digital media to enrich the teaching and learning experience. Nevertheless, the incorporation of socioscientific issues faces obstacles, including resistance to pedagogical innovation, the inherent complexity of the topics, and the demand for specialized teacher training.

Keywords: socioscientific issues; science education; pedagogy; civic education; scoping review; innovation in education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/2071-1050/16/14/5827/pdf (application/pdf)
https://www.mdpi.com/2071-1050/16/14/5827/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:16:y:2024:i:14:p:5827-:d:1431365

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().