Socioscientific Issues: Socioscientific Issues: Making School Science Making School Science

RelevantRelevant

Case 8.1Case 8.1

Should controversial environmental Should controversial environmental issues be a part of biology/science issues be a part of biology/science curriculum?curriculum?

Sandy attempted to adopt a neutral Sandy attempted to adopt a neutral position. Is this the most appropriate position. Is this the most appropriate approach? What are some other approach? What are some other options?options?

Case 8.3Case 8.3

How should evolution and alternative How should evolution and alternative ideas be handled in the classroom?ideas be handled in the classroom?

Should the religious issues Should the religious issues associated with discussions of associated with discussions of evolutions affect the presentation of evolutions affect the presentation of this idea?this idea?

Is debate an appropriate strategy for Is debate an appropriate strategy for evolution education? Spotted owls? evolution education? Spotted owls? Any science topic?Any science topic?

Initiatives to make science more Initiatives to make science more accessible to learners:accessible to learners:

STS: Science/Technology/SocietySTS: Science/Technology/Society• Highlight the mutual interactions of science, Highlight the mutual interactions of science,

technology, and society.technology, and society.• Aims to make science personally useful.Aims to make science personally useful.

SSI: Socioscientific IssuesSSI: Socioscientific Issues• An extension of STS.An extension of STS.• Focuses on controversial social issues with Focuses on controversial social issues with

conceptual or procedural ties to science.conceptual or procedural ties to science.• Highlights the role of morality and ethics in the Highlights the role of morality and ethics in the

negotiation of issues.negotiation of issues.

In current literature…In current literature… STS is a diffuse approach manifested in a variety STS is a diffuse approach manifested in a variety

of ways: STS courses to text boxes.of ways: STS courses to text boxes. SSI decision-making is an integral component of SSI decision-making is an integral component of

scientific literacy: scientific literacy: • ““being able to use scientific knowledge and ways of being able to use scientific knowledge and ways of

thinking for personal and social purposes” (AAAS, 1990, thinking for personal and social purposes” (AAAS, 1990, pp. xvii-xviii).pp. xvii-xviii).

• ““use appropriate scientific processes and principles in use appropriate scientific processes and principles in making personal decisions” and “engage intelligently in making personal decisions” and “engage intelligently in public discourse and debate about matters of scientific public discourse and debate about matters of scientific and technological concern” (NRC, 1996, p. 13)and technological concern” (NRC, 1996, p. 13)

SSI Examples: Cloning, the use of nuclear fuel, SSI Examples: Cloning, the use of nuclear fuel, Global warming, stem cell research, Global warming, stem cell research, xenotransplantationxenotransplantation

SSI StrategiesSSI Strategies

Encourage discussion of the ethical Encourage discussion of the ethical aspects of controversial issuesaspects of controversial issues• Use this as an opportunity to contrast Use this as an opportunity to contrast

science as a way of knowing v. other science as a way of knowing v. other ways of knowing.ways of knowing.

• Many individuals respond to these Many individuals respond to these issues with emotional and/or intuitive issues with emotional and/or intuitive reactions. Allow for this kind of reactions. Allow for this kind of expression and encourage students to expression and encourage students to reflect on their ideas.reflect on their ideas.

Discuss the uses and limitations of Discuss the uses and limitations of data/evidence.data/evidence.

Differentiate between the influence Differentiate between the influence of values for science concepts v. SSIof values for science concepts v. SSI• For example: Values contribute to For example: Values contribute to

decisions concerning the decisions concerning the appropriateness of cloning. Values do appropriateness of cloning. Values do not contribute to the determination of not contribute to the determination of helium’s reactivity.helium’s reactivity.

STS/SSI ApproachesSTS/SSI Approaches Add-onsAdd-ons

• Ex: Finish a unit on genetics; Discuss the use of Ex: Finish a unit on genetics; Discuss the use of DNA technologies for criminal investigationsDNA technologies for criminal investigations

• Ex: Text boxesEx: Text boxes Vehicles for addressing science contentVehicles for addressing science content

• Present a problem for students to explore & Present a problem for students to explore & cover content as needed.cover content as needed.

• Ex: Discuss Global Warming as means to Ex: Discuss Global Warming as means to explore the nature of gases.explore the nature of gases.

• Ex: Genetic engineering as a context for Ex: Genetic engineering as a context for exploring genetics.exploring genetics.

• Ex: The use of nuclear power plants to Ex: The use of nuclear power plants to investigate nuclear physics.investigate nuclear physics.

Socioscientific Issues

Framework

Marijuana

Fluoride

Animal Rights

Alcohol

Organ Allocation

Stem Cell Research

Diet & Obesity

Cosmetic Surgery

Tobacco/Second-Hand Smoke

Vaccines

Dental Decay

Osteoporosis

Pharmaceutical testing

Medical Research

Liver Disease

Addiction

Heart Transplants

Kidney Transplants

Treatment of Disease

Gene Therapy

Heart Disease

Cholesterol

Botox & Tattoos

Lasix Surgery

Heart Disease

Flu Pandemic

AIDS

Cancer

Medical Benefits

SSI

Scientific Context

SystemsInvolved

Science Content & Concepts

NervousLymphatic/

Immune

Skeletal Digestive

IntegumentaryLymphatic/

Immune

Nervous MuscularUrinary

Cardiovascular Urinary

Muscular Reproductive

Nervous

DigestiveCardiovascular

Muscular

IntegumentaryNervousMuscular

RespiratoryCardiovascular

Lymphatic/Immune

Lung Disease

-Structure and physiology of brain -Immune response to irritants and pathology

-Structure of bone cells-Mineralization-Etiology of dental decay

-Skin Reactions-Immune response-Testing methodologies

-Impulse conduction-Sodium-potassium pump-Muscle cell structure/physiology-Nephron structure

-Characteristics of living tissueCell & tissue physiology-Criteria for organ transplants

-Cell anatomy-Mitosis-Genetics and embryology

-Chemical digestion-Heart cell anatomy/physiology-Conversion of chemical to mechanical energy

-Structure of epithelial tissue and epidermis-Eye anatomy and physiology

-Alveolar anatomy/physiology--Heart rate/blood pressure-Cancer characteristics

-Antibodies & antigens-Development of Vaccines-Autism and side effects

Example 1: An Example 1: An SSI-driven SSI-driven Anatomy Anatomy CurriculumCurriculum

Example 2: An SSI UnitExample 2: An SSI Unit Context: Environmental ScienceContext: Environmental Science

Unit ObjectivesUnit Objectives• Understand scientific principles underlying Understand scientific principles underlying

global warming (GW)global warming (GW)• Understand and critique sources of Understand and critique sources of

controversy associated with GWcontroversy associated with GW• Formulate/refine a personal position on GWFormulate/refine a personal position on GW

—taking into account perspectives of —taking into account perspectives of science, technology, economics, politics, science, technology, economics, politics, and ethicsand ethics

What did this look like?: Daily PlansWhat did this look like?: Daily Plans

Day 1: Drawing connections between Day 1: Drawing connections between GW and the lives of individualsGW and the lives of individuals

Day 2: Complexifying the issue: Day 2: Complexifying the issue: Examine GW from diverse Examine GW from diverse perspectivesperspectives

Day 3: Atmospheric Composition; Day 3: Atmospheric Composition; Particulate Nature of GasesParticulate Nature of Gases

Day 4: Modeling combustion Day 4: Modeling combustion reactionsreactions

Days 5-6: CODays 5-6: CO22 Labs Labs

• Collect COCollect CO22 & determine relative & determine relative concentrationconcentration

Day 7: Modeling the greenhouse effectDay 7: Modeling the greenhouse effect Day 8: Possible consequences of GWDay 8: Possible consequences of GW Day 9: Graph analysis: Global data Day 9: Graph analysis: Global data

setssets Days 10-11: Webquest: Evaluating Days 10-11: Webquest: Evaluating

web-based materialsweb-based materials Days 12-13: Developing & defending a Days 12-13: Developing & defending a

position: What should the US do in position: What should the US do in response to GW?response to GW?

Example 3: An SSI ActivityExample 3: An SSI Activity

Topic: Gene therapyTopic: Gene therapy

Focus: Understanding multiple Focus: Understanding multiple perspectives on the issue.perspectives on the issue.

Strategy: JigsawStrategy: Jigsaw