Conceptualization and addressing of socioscientific Issues in Biology, genetics and society subject

Abstract

Socioscientific Issues have turned into a paramount aspect in the current science education. They have a key role in critical thinking and decision making development, as well as addressing science-technology-society interactions. At the same time, the role of science teachers is essential in order to properly address socioscientific issues and give them a central role during instruction. The importance of these issues has also been reflected in the last educational reform at national and provincial level. Product of this reform is the Buenos Aires province secondary subject Biology, Genetic and Society, in which the analysis of social relevant controversies take a central role. This article analyzes –through a case study- the way socioscientific issues are understood and addressed by Biology, Genetics and Society’s teachers. The article will show –using data triangulation through interviews, documentary analysis and classroom observation- how a teacher conceptualizes and addresses a socioscientific issues, as well as what factors impede and facilitates its inclusion in the classroom.