The goals for our research related to socio-scientific issues (SSI) have always been related to the promotion of scientific literacy (see Chap. 1) and the improvement of science learning experiences. However, the work has not always been centrally situated in classroom environments. For much of our early research, we explored students’ moral perspectives (Sadler & Zeidler, 2004), reasoning (Sadler & Zeidler, 2005), understandings of science (Sadler & Fowler, 2006), and argumentation (Sadler & Donnelly, 2006) related to SSI in contexts not necessarily connected to students’ experiences in science classrooms or other learning environments. We were interested in building an empirical understanding of how science learners made sense of complicated socio-scientific dilemmas, how they made decisions about these issues, and what factors influenced their thinking practices. We engaged students in reasoning and argumentation collecting data through interviews and instruments, but did not explore classroom practices or the possible effects of intervening in learning environments. In an attempt to advance the SSI research agenda and create stronger connections among theory, research, and practice we began working on projects situated in science classrooms.
Tal, T., Kali, Y., Magid, S., & Madhok, J. J. (2011). Socio-scientific issues in the Classroom. Socio-Scientific Issies in the Classroom: Teaching, Learning and Results, 39(October), 11–38. https://doi.org/10.1007/978-94-007-1159-4