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The use of socioscientific issues in science lessons: a scoping review
(MDPI, 2024-07-09) Viehmann, Cristina; Fernández Cárdenas, Juan Manuel; Reynaga Peña, Cristina Gehibie; Tecnológico de Monterrey; https://ror.org/03ayjn504; Rocha dos Reis, Pedro Guilherme
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.
Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School
(2020-07-15) Ching-Chiang, Lay-Wah Carolina; Fernández Cárdenas, Juan Manuel; Instituto Tecnológico y de Estudios Superiores de Monterrey
Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.

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