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Abstract Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for scientific information. Social justice is the pursuit of equity and fairness in society by ensuring that all individuals have opportunities to challenge and address inequalities and injustices to create a more just and equitable society for all (Killen et al. Human Development 65:257–269, 2021). By connecting science, technology, engineering, and mathematics (STEM) concepts to personally meaningful contexts, SSI can empower students to consider how STEM-based issues reflect moral principles and elements of virtue in their own lives and the world around them (Zeidler et al. Science Education 89:357–377, 2005). We employed a qualitative research design to answer the following questions: (1) In what ways, if any, did teachers help students grow their knowledge and practices on social justice through socioscientific issues? (2) In teachers’ perceptions, what components of SSI did students learn and what are their challenges? (3) In teachers’ perceptions, what are students’ stances on social justice? After completing the first year and second-year professional development programs, grades 6–12 STEM teachers were asked to complete a reflection on classroom artifacts. Teachers were asked to select student artifacts (e.g. assignments, projects, essays, videos, etc.) that they thought exemplified the students’ learning of SSI and stance on social justice. Based on 21 teacher-submitted examples of exemplar student work, we saw the following example pedagogies to engage their students on social justice: (a) making connections to real-world experiences, (b) developing a community project, (c) examining social injustice, and (d) developing an agency to influence/make changes. According to teachers, the most challenging SSI for students was elucidating their own position/solution, closely followed by employing reflective scientific skepticism. Moreover, the students exemplified reflexivity, metacognition, authentic activity, and dialogic conversation. Using SSI in classrooms allows students to tackle real-world problems, blending science and societal concerns. This approach boosts understanding of scientific concepts and their relevance to society. Identifying methods like real-world connections and examining social injustice helps integrate social justice themes into science education through SSI. Overall, SSI promotes interdisciplinary learning, critical thinking, and informed decision-making, enriching science education socially. This study highlights the value of integrating SSI in science education to engage students with social justice.
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This content will become publicly available on April 17, 2026
Modifying the CREATE method with inclusive approaches helps students engage with socioscientific applications of the primary scientific literature
ABSTRACT Undergraduate students need the opportunity to engage with primary scientific literature so they can gain a greater understanding of the scientific process and insights into the larger impacts of scientific research in their field. Reading primary scientific literature (PSL) also provides the opportunity for students to consider the application of primary scientific research to help solve socioscientific issues. Helping students consider more inclusive approaches to science communication can facilitate their connections between primary scientific research and collaborative solving of socioscientific issues. The CREATE method by Hoskins et al. is one pre-existing method of reading scientific papers that gives students a structured opportunity to examine papers. The CREATE method gives students the opportunity to practice scientific process skills, reflect on the impact of research, and consider future studies. We have added an additional element to the CREATE method to help students consider other areas of expertise and ways of knowing needed to apply science in the article to solve socioscientific issues, helping them take a more inclusive approach to reading the PSL. We have deemed this activity ‘inclusive-CREATE’ or iCREATE. Here, we present a curricular plan for implementing iCREATE and show evidence of its efficacy. For instance, we show that the iCREATE method increases students’ science and science communication identity and self-efficacy. We also show that iCREATE increases students’ inclusive science communication self-efficacy, intents, and planned behaviors. Overall, adding a more inclusive element to the CREATE method will help students feel more confident, more like a scientist, and more likely to engage in inclusive science communication behaviors.
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- Award ID(s):
- 2225095
- PAR ID:
- 10590321
- Editor(s):
- Floyd, Jeanetta H
- Publisher / Repository:
- American Society for Microbiology
- Date Published:
- Journal Name:
- Journal of Microbiology & Biology Education
- ISSN:
- 1935-7877
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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