A framework for teaching for Socio-Scientific issue and Model Based Learning (SIMBL)

Abstract

Teaching with Socio-Scientific issues (SSI) represents a specific approach to STSE education. SSI teaching has been shown to support student learning and to advance progressive notions of scientific literacy. However, the approach can be challenging to enact, and our team has been working to develop a framework to support SSI teaching. Our early efforts led to creation of a teaching sequence which describes sequential phases for implementing an SSI unit. Subsequent work with teachers enacting SSI led to development of a set of six essential features of Socioscientific Issue and Model Based Learning (SIMBL) learning. These features focus on learning opportunities that students should have as they engage with SSI. The six features are 1) explore underlying scientific phenomena, 2) engage in scientific modeling, 3) consider issue system dynamics, 4) employ information and media literacy strategies, 5) compare and contrast multiple perspectives, and 6) elucidate own position/solution. We present examples taken from two modules, one designed for high school student exploration of climate change and the other designed for elementary school student exploration of butterfly habitat loss, to illustrate ways in which each of the essential features can be addressed in science classrooms.