Socioscientific issues (SSI)  instruction is

an educational strategy that is rooted in

problem-based learning approaches. It

incorporates characteristics of both problem-

based and case-based learning, but also

adds an important perspective to the science

content being addressed in the lesson. It takes the science content and embeds it in a social issue that is topical, relevant and ill-structured by nature.

  

   One of the characteristics that is often discussed in any SSI description is that it is “controversial”. This can discourage some teachers from considering it. “Controversial” for SSI does not mean inflammatory or scandalous. It simply means that there are debatable options for the solutions to the problem being studied.

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   Research has found multiple benefits to using SSI in the classroom. (See Why SSI? in this Teacher Professional Development section for more information.)

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   Research has found that SSI is often used as an attention-grabber for engaging students or as a justification for students having to learn the material. How often does a teacher hear “Why do I have to learn this? I’m never going to use this!” Embedding the science content in a relevant issue easily answers this question and provides the justification students seem to need. But, embedding the science content in a debatable, ill-structured and relevant issue does even more.

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   There’s certainly nothing wrong with attention-grabbers and providing justification for having to learn the material, but SSI is much more. Allowing the students to use the science content and apply it to a relevant problem permits a greater level of mastery of the material. Developing argumentation skills in science provides them with more clarity of real-world problems than simply memorizing facts. Next Generation Science Standards include standards for argumentation in science and the nature of science because it is important for future citizens to make informed choices after considering multiple perspectives.

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   You play an integral part in providing this opportunity to your students. If you don’t already use SSI in your classroom, finding out more about it will probably make you want to try it. Watching your students work through the process of science and argumentation will convince you of its value.

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   Read through the professional development PBL and SSI topics found in this section. It includes information on every step of implementing SSI in your classroom. The resources in this section will help you implement the PBL or CBL modules on various topics, including those that include SSI. They will also provide you with professional development information you may need for a professional development presentation at your school, at a conference, or just for your own use.

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   For example, Comparing Educational Approaches to Learning compares different educational strategies by listing characteristic components. This is not meant to say that one strategy is better than another. Each may have its own place in delivering good science instruction. However, if you want to focus on one characteristic more than another, for example, problem-solving, critical thinking skills, or working in teams, this table will help you choose a strategy that incorporates more of this component into student tasks.

  

   It is our hope that this information helps you implement SSI-based and problem- and case-based activities and that your students benefit from increased practice of critical thinking, problem-solving and argumentation and from the collaborative environment of these activities and open-ended scenarios.

 

 

 

 

 

 

 

 

 

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