Designing science lessons with socio-scientific issues and socio-scientific inquiry-based learning in Japan: A case study at upper secondary schools

Abstract

In Japan, several science lessons introduce socio-scientific issues (SSI). However, when SSI is addressed in class, teachers find it challenging to implement what is called science learning. This study aims to understand how to implement SSI in Japanese science lessons through practice. First, we clarify the impact of dealing with SSI in the Japanese classroom and the challenges that arise through a lesson for upper secondary students (Practice 1). Second, we test the effectiveness of the Socio-Scientific Inquiry-Based Learning (SSIBL) model, which was developed by the European Union’s (EU) “Promoting Attainment of Responsible Research & Innovation in Science Education” (PARRISE) project (Practice 2). The results of Practice 1 revealed that one of the outcomes of dealing with SSI is an increase in the number of perspectives from which decisions are made. However, because students’ ethical perspectives were greatly emphasized in the classes, teachers had trouble dealing with ethical topics. The results of Practice 2 demonstrated the effectiveness of the SSIBL model. Teachers tend to have students decide on open-ended issues, especially when SSI  is being taught. However, if lessons start with open-ended questions, this benefits students’ inquiry- based learning of SSI.