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<p>Socioscientific reasoning (SSR) is an emerging science literacy goal of critical importance to the international science education community, particularly in the context of escalating environmental challenges. This study outlines a strategy for SSR instruction using the Socioscientific Issue and Model-Based Learning (SIMBL) model, focusing on local environmental socioscientific issues (SSI). Participants were 41 middle school students from China who received an 11-week instructional intervention. We employed a mixed-methods approach to examine changes in participants’ SSR competencies—<i>complexity, perspectives, inquiry, and skepticism</i>—over time, categorizing data analysis by students’ mastery level of science content knowledge. The results of the QuASSR test papers, task sheets, and interviews indicated that SIMBL-based SSI instruction on environmental themes effectively fosters SSR among middle school students, with those possessing greater science content knowledge exhibiting more significant and advanced development in their SSR competencies. Future instruction focusing on socioscientific reasoning should implement differentiated instruction that aligns with student’s mastery of relevant content knowledge and the development sequence of SSR competencies. Additionally, there is a need to refine the assessment tool to obtain more evidence of <i>skepticism</i> development.</p>

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The Significance of Science Content Knowledge for Socioscientific Reasoning Competency: Evidence from SSI Instruction on Environmental Topics Based on the SIMBL Model

  • 期刊论文

  • 发表日期：

    2025年5月7日

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  • Shuqi Jia,
  • Shanzhang Ren

摘要

Socioscientific reasoning (SSR) is an emerging science literacy goal of critical importance to the international science education community, particularly in the context of escalating environmental challenges. This study outlines a strategy for SSR instruction using the Socioscientific Issue and Model-Based Learning (SIMBL) model, focusing on local environmental socioscientific issues (SSI). Participants were 41 middle school students from China who received an 11-week instructional intervention. We employed a mixed-methods approach to examine changes in participants’ SSR competencies—complexity, perspectives, inquiry, and skepticism—over time, categorizing data analysis by students’ mastery level of science content knowledge. The results of the QuASSR test papers, task sheets, and interviews indicated that SIMBL-based SSI instruction on environmental themes effectively fosters SSR among middle school students, with those possessing greater science content knowledge exhibiting more significant and advanced development in their SSR competencies. Future instruction focusing on socioscientific reasoning should implement differentiated instruction that aligns with student’s mastery of relevant content knowledge and the development sequence of SSR competencies. Additionally, there is a need to refine the assessment tool to obtain more evidence of skepticism development.