Teachers and Socioscientific Issues – An Overview of Recent Empirical Research

Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 52)


The inclusion of socioscientific issues (SSI) in science teaching is often beset by a range of challenges – hereunder lack of time, teachers’ unfamiliarity with SSIs, and lack of assessment methods. This chapter provides an updated overview of recent peer-reviewed publications on pre- and in-service teachers’ relation to SSI. The identified literature indicates that there are (still) issues concerning how best to include SSI aspects into teacher education. We are yet to identify a good practice for inducting prospective teachers into teaching SSI consistently – i.e. not just an auxiliary activity done with one class or cohort. Further, both for including SSI in teacher education and for including SSI in science teaching there are (still) fundamental challenges concerning how to assess students’ learning in SSI-teaching. In particular, some work needs to be done to aide teachers in making operational the learning goals that can be at play in SSI-teaching.


Socioscientific issues Teachers Pre-service science teachers Assessment 


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© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Department of Science EducationUniversity of CopenhagenCopenhagenDenmark

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