Integrating Scientific Modeling and Socio-Scientific Reasoning to Promote Scientific Literacy

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Author(s): Li Ke (University of North Carolina at Chapel Hill, USA), Laura A. Zangori (University of Missouri, USA), Troy D. Sadler (University of North Carolina at Chapel Hill, USA)and Patricia J. Friedrichsen (University of Missouri, USA)
Copyright: 2021
Pages: 24
Source title: Socioscientific Issues-Based Instruction for Scientific Literacy Development
Source Author(s)/Editor(s): Wardell A. Powell (Framingham State University, USA)
DOI: 10.4018/978-1-7998-4558-4.ch002

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Socio-scientific issues (SSI) are widely advocated as a productive context for promoting scientific literacy that aims to prepare responsible citizens who can use science in their daily lives. However, many teachers find it challenging to enact SSI and consider SSI and discipline-based instruction as mutually exclusive approaches to science teaching. In this chapter, the authors present their framework for SSI instruction, socio-scientific issue and model-based learning (SIMBL), that emphasizes both disciplinary knowledge and its social implications. In particular, the authors argue that the integration of scientific modeling and socio-scientific reasoning (SSR) can advance students' competencies in both areas, thus promoting students' scientific literacy. The authors use an illustrative example from their work with elementary students to demonstrate the connection between students' modeling practice and their SSR. The authors conclude the chapter by introducing the epistemic tools developed to support students' modeling practice and SSR as well as implications for classroom enactments.

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