Secondary science teachers participated in a socio-scientific issues (SSI) professional development (PD) during which they co-designed SSI curriculum units. In this qualitative multiple case study, we followed a sub-set of eight teachers who enacted their SSI units in their classrooms and agreed to participate in the study. Clarke and…

The identification of high-leverage teaching practices that can be improved through targeted practice should contribute to the enhancement of teachers' facilitation of instruction and improve student learning outcomes. Researchers have begun to identify subject-specific teaching practices that are expected to enhance science teaching specifically.…

Embedding science learning in real-world issues is a research-based way to generate student enthusiasm, interest, and motivation for science. The authors advocate teaching secondary science in the context of "socio-scientific issues" (SSI). SSI are authentic societal challenges with connections to science, such as climate change,…

The construction of prediction models reflecting players' learning performance in serious games currently faces various challenges for learning analytics. In this study, we design, implement, and field test a learning analytics system for a serious game, advancing the field by explicitly showing which in-game features correspond to differences in…

Computing has become essential in modern-day problem-solving, making computational literacy necessary for practicing scientists and engineers. However, K-12 science education has not reflected this computational shift. Integrating computational thinking (CT) into core science courses is an avenue that can build computational literacies in all…

Computational thinking (CT) is a thought process composed of computer science ideas and skills that can be applied to solve problems and better understand the world around us. With the increase in technology and computing, STEM disciplines are becoming interwoven with computing. In order to better prepare students for STEM careers, computational…

Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that introduce social dimensions of science in ways teachers feel confident navigating. In this article, we add to the…

Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper, we argue that developing and using multiple models equip students with the appropriate knowledge and skills needed to deal with complex issues. We draw upon literature from…

Currently there is little guidance given to teachers in selecting focal issues for socio-scientific issues (SSI)-based teaching and learning. As a majority of teachers regularly collaborate with other teachers, understanding what factors influence collaborative SSI-based curriculum design is critical. We invited 18 secondary science teachers to…

Several studies have found active learning to enhance students' motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the…

Socio-scientific issues (SSI) are informed by science concepts but require consideration of societal aspects in order to be effectively understood and resolved. As a result, functional scientific literacy necessitates fluency with science as well as other domains of knowledge when engaged in reasoning about science and societal dimensions of SSI…

Socio-scientific reasoning (SSR) is key to helping students take informed positions around socio-scientific issues (SSI). SSR comprises four competencies: recognising complexity of SSI's, multiple perspectives around SSI's, the need for ongoing inquiry around SSI's, and skepticism around different parties' claims made about SSI's. The Quantitative…

Using socio-scientific issues (SSI) in the science learning environment can promote student motivation to learn and make learning experiences more meaningful. Embedding model-based reasoning opportunities in science lessons can promote substantial science learning. However, how these both work together to promote science learning is a little…

Teaching socio-scientific issues (SSIs) allows students to explore science ideas and practices intertwined with complex social phenomena, which can promote significant growth in critical thinking. Sadler, Barab, and Scott (2007) suggested specific critical thinking competencies associated with the negotiation of SSIs that capture the complexities…

Engaging learners in modeling practices can promote substantial science learning, and anchoring science teaching in societal issues can promote student motivation to learn and make learning experiences more meaningful. However, elementary teachers have had few prior experiences with either modeling or socioscientific issues (SSI) and so are…