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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
BEYOND "MY OPINION VERSUS YOURS": Supporting students in socio-scientific argumentation
Jeanne Ting Chowning1, Joan Griswold2
1associate executive director at Rainier Scholars and a PhD candidate at the Institute for Science and Math Education at the University of Washington in Seattle. She was formerly the senior director of education at NWABR.
Science Teacher (Normal, Ill.)
|June 11, 2026
Summary
This study introduces an activities-based curriculum to enhance evidence-based argumentation in science education, focusing on socio-scientific issues (SSI). It emphasizes ethical considerations and stakeholder viewpoints for effective student engagement with complex topics.
Area of Science:
- Science Education
- Argumentation Theory
- Socio-scientific Issues (SSI)
Background:
- Next Generation Science Standards (NGSS) highlight evidence-based argumentation as crucial for science education.
- Argumentation in science education models scientific culture, develops reasoning skills, and integrates evidence with theory.
- Socio-scientific issues (SSI) connect science to social contexts, involving controversy and diverse fields like ethics and law.
Purpose of the Study:
- To present an activities-based curriculum designed to foster socio-scientific argumentation.
- To explore the role of ethical considerations and stakeholder viewpoints in socio-scientific arguments.
Main Methods:
- Curriculum development focused on activities to promote argumentation.
- Integration of complex, real-world case studies relevant to socio-scientific issues.
- Emphasis on ethical dimensions and diverse stakeholder perspectives within the curriculum.
Main Results:
- The curriculum effectively engages students in evidence-based argumentation on socio-scientific topics.
- Students demonstrated improved ability to consider ethical implications and stakeholder viewpoints.
- The activities-based approach facilitated deeper understanding of science's societal connections.
Conclusions:
- An activities-based curriculum is effective for developing socio-scientific argumentation skills.
- Incorporating ethics and stakeholder perspectives is vital for meaningful SSI education.
- This approach helps students navigate complex, real-world scientific controversies.
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