Teaching Controversial Socio-Scientific Issues in Biology and Geology Classes: A Case Study

Abstract

Several educators in science have called for the inclusion of controversial socio-scientific
issues’ discussion in science curricula because of its potential for creating a more real,
humane image of scientific activity and for promoting scientific literacy, an essential tool
for a responsible citizenship regarding decision-making processes related to
socio-scientific issues. However, despite all the favourable opinions and empirical
evidence concerning the educational potential for the discussion of socio-scientific issues,
these activities are not part of many science lessons, even when the controversial
socio-scientific issues comprise the curricular content and the teachers consider
discussion of these issues important.
This qualitative investigation, based on a case study centered on a Biology and Geology
teacher, aimed to understand the factors that influence positively the conduction of
discussion activities regarding controversial socio-scientific issues. By analysing data
from interviews and class observations, it sought to understand the factors that motivate
the teacher to implement this type of activity.
This case study shows that the implementation of the discussion activities about
controversial socio-scientific issues depends decisively on the teacher’s convictions about
the educational relevance of these activities and the knowledge needed for their design,
management and assessment. The development of these competences was triggered by
professional development opportunities in which the teacher experienced new approaches
under experts’ supervision.