Learning science in context implies learning to transfer scientific models to real scenarios and make decisions. In science education, this aspect is well represented by science learning activities around controversial socioscientific issues (SSI), a pedagogical approach that entails implementation and assessment considerations. We propose a methodological frame to standardize activities about socio-scientific controversies in the frame of different communication dynamics (reading, speaking, and writing). The proposed frame contains several scaffolds for learning and assessment scientific skills, such as using data, transferring models to relevant contexts, use of the vocabulary and scientific argumentation in the frame of a dilemma. Two model activities following the proposed frame have been designed. The results indicate that the proposed methodological frame allows to promote and assess scientific thinking skills in the context of learning SSIs.
|Publication status||Published - 1 Sep 2017|
- Linguistic scaffolds
- Socio-scientific issues