© 2011

Socio-scientific Issues in the Classroom

Teaching, Learning and Research

  • Troy D. Sadler
  • Advances understandings of how to promote scientific literacy

  • Provides new insights for teaching science in the context of socio-scientific issues (SSI)

  • Presents the field's most inclusive collection of classroom-based SSI research projects Presents a new empirically based framework for SSI based education Features leading authors from eight countries across four continents


Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 39)

Table of contents

  1. Front Matter
    Pages i-xxiv
  2. Tali Tal, Yael Kali, Stella Magid, Jacqueline J. Madhok
    Pages 11-38
  3. Troy D. Sadler, Vaille M. Dawson, Michelle L. Klosterman, Jennifer L. Eastwood, Dana L. Zeidler
    Pages 79-87
  4. Jennifer L. Eastwood, Troy D. Sadler, María Pilar Jiménez-Aleixandre
    Pages 127-131
  5. Maria Evagorou, Troy D. Sadler, Tali (Revital) Tal
    Pages 161-166
  6. Victor Sampson, Shirley Simon, Ruth Amos, Maria Evagorou
    Pages 193-199
  7. Blanca Puig, María Pilar Jiménez-Aleixandre
    Pages 201-238
  8. Timothy Barko, Shirley Simon, María Pilar Jiménez-Aleixandre, Troy D. Sadler
    Pages 239-243
  9. Siu Ling Wong, Zhihong Wan, Maurice Man Wai Cheng
    Pages 245-269
  10. Siu Ling Wong, Dana L. Zeidler, Michelle L. Klosterman
    Pages 271-276
  11. Dana L. Zeidler, Scott M. Applebaum, Troy D. Sadler
    Pages 277-305
  12. Dana L. Zeidler, Randy L. Bell, Troy D. Sadler, Jennifer L. Eastwood
    Pages 307-312
  13. Jennie S. Brotman, Vaille M. Dawson, Felicia Moore Mensah
    Pages 347-353

About this book


Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues.

Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accomplish regarding student learning, practices and interest. It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship. It presents a wide range of classroom-based research projects that offer new insights for SSI-based education. Authored by leading researchers from eight countries across four continents, this book is an important compendium of syntheses and insights for researchers, teachers and curriculum designers eager to advance the SSI agenda.


SSI SSI-based interventions classroom-based research learning science science classroom science education scientific argumentation scientific literacy socio-scientific issues socio-scientific problem socio-scientific reasoning teaching SSI teaching and learning teaching argumentation teaching science

Editors and affiliations

  • Troy D. Sadler
    • 1
  1. 1.University of FloridaGainesvilleUSA

Bibliographic information


From the reviews:

“Sadler’s volume is clearly primarily an ‘academic’ book: it is theoretical, and scholarly. … valuable to teachers who are interested in developing teaching approaches and material for teaching socio-scientific issues. … Researchers and graduate students will certainly find much of interest here … . The book certainly makes a substantial contribution in seeking to develop our understanding of the challenges and affordances of this focus of science teaching.” (Keith S. Taber, Teacher Development, February, 2014)

“The present book is a collection of chapters, written by different authors, coordinated by T.D. Sadler. … This book is a must for researchers in education who are interested in teaching SSIs, but it should also be read by those studying the teaching of stabilized knowledge in science. The issues raised are significantly rich. The form chosen is original and stimulating. I strongly recommend it.” (Laurence Simonneaux, Science & Education, May, 2012)