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Socioscientific Issues (SSI) are controversial social issues which relate to science.〔Zeidler, D.L. & Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. In D.L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. The Netherlands: Kluwer Academic Press. (pp. 7-38)〕 They are ill-structured, open-ended problems which have multiple solutions.〔Sadler, T.D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41, 513-536〕 SSI are utilized in science education in order to promote scientific literacy, which emphasizes the ability to apply scientific and moral reasoning to real-world situations. Some examples of SSI include issues such as genetic engineering, climate change, animal testing for medical purposes, oil drilling in national parks, and "fat taxes" on "unhealthy" foods, among many others. Research studies have shown SSI to be effective at increasing students' understanding of science in various contexts, argumentation skills, empathy, and moral reasoning.〔Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71-93.〕〔Zeidler, D. L., & Sadler, T. D. (2008). The role of moral reasoning in argumentation: Conscience, character and care. In S. Erduran & M. Pilar Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 201-216). The Netherlands: Springer Press.〕 == Goals of SSI == Supporters of SSI argue that it can: * 1) Cultivate a scientifically literate citizens who are able to apply evidence-based scientific content knowledge to real-world socioscientific scenarios; * 2) Foster a collective social conscience whereby students consistently reflect upon the formation and implications of their own reasoning; * 3) Encourage argumentation skills that are essential for thinking and reasoning processes and mirror the types of discourse utilized in real-world scientific deliberations; * 4) Promote critical thinking skills, such as analysis, inference, explanation, evaluation, interpretation, and self-regulation〔Facione, P. A. (2007). Critical thinking: What it is and why it counts (2007 update). Millbrae, CA: Insight Assessment/California Academic Press LLC. Retrieved April 28, 2009, from www.insightassessment.com/pdf_files/what&why2006. pdf.〕 Science educators often refer to all of these aspects together as,"functional scientific literacy."〔Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357-377.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Socio-scientific issues」の詳細全文を読む スポンサード リンク
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