Learning science content through socio-scientific issues-based instruction: a multi-level assessment study

ABSTRACT

Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests.

KEYWORDS:

• Curriculum
• biotechnology
• socio-scientific issues
• learning
• multi-level assessment

Acknowledgments

Michelle Klosterman, Julie Bokor, Julie Brown, Tamara Mandel, and Mary Jo Koroly contributed to the creation of the SSI intervention materials and the teacher professional development program. We appreciate the many schools, teachers and students who participated in the project.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Troy Sadler is a Professor of Science Education and Director of the ReSTEM Institute at the University of Missouri.

William Romine is an Assistant professor of biology education at Wright State University. He studies applied educational measurement in the context of formal science learning.

Mustafa S. Topçu is an Associate professor of science education at the Yildiz Technical University. His research interests are socioscientific issue-based teaching and learning, and argumentation.

Additional information

Funding

This material is based upon work supported by the National Science Foundation under [grant no. 0833521]. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.