Abstract
The socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning; 2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking; and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends.
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Details
1 University of South Florida, Department of Teacher Education, College of Education, Tampa, USA (GRID:grid.170693.a) (ISNI:0000 0001 2353 285X)
2 Department of Teaching, Learning and Culture, College of Education and Human Development, Department of Biology, College of Science, Texas A & M University, College Station, Texas, USA (GRID:grid.264756.4) (ISNI:0000 0004 4687 2082)
3 University of North Carolina-Chapel Hill, School of Education, Chapel Hill, USA (GRID:grid.10698.36) (ISNI:0000000122483208)