How to approach socioscientific issues in the classroom: a five-phase teaching strategy for science teaching

Abstract

In the literature, several studies have reported difficulties in implementing theoretical frameworks of socio-scientific issues-based education. In this theoretical work, we present and discuss a strategy that facilitates the implementation of SSI in classrooms, based on Hodson and Hunter. This strategy has five phases (preparation, modeling, guided practice, independent practice, synthesis), with different roles for students and teachers, considering local conditions and social actors involved in the didactic situation. The adoption of this strategy in pedagogical planning and practice can help the teacher to overcome the main difficulties indicated in the literature on the use of SSI, especially in Latin American countries.