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The importance of including SSI into chemistry education is emphasised in chemistry
education research (see, e.g., Marks & Eilks, 2009) and in Finnish
educational research
studies (Kärnä et al., 2012; Saloranta & Uitto, 2010; Uitto & Saloranta, 2010a; Uitto et al.,
2011). The research supports the goals on the student level: students learn scientific content
knowledge in a social context (Bulte et al., 2006; Dori, Tal & Tsaushu, 2003; Klosterman &
Sadler, 2010; Yager, Lim & Yager, 2006). When the contexts of chemistry are more relevant,
they improve the students’ attitudes towards science (Albe, 2008; Mandler et al., 2012;
Sadler, 2004; Taskinen, 2008; Yager et al., 2006; Van Aalsvoort, 2004).
Controversial SSI
topics stimulate the students’ moral and ethical thinking skills. The students learn
communication skills so that they may use science in social and creative contexts, and when
participating in initiatives. (Belland, Glazewski & Richardson, 2011; Sadler, 2004; Ratcliffe,
1997; Zeidler et al., 2005) The socio-scientific approach also helps the students to understand
the nature of science in society and in their daily lives (Hofstein, Eilks & Bybee, 2011;
Holbrook & Rannikmae, 2007; Kolstø, 2000, 2001; Oulton et al., 2004; Reis & Galvao, 2004;
Sadler et al., 2007; Zeidler et al., 2005).
There is a wide range of socio-scientific issues that are easy to integrate into Finnish school
chemistry. These issues are related to acute local, national or global sustainability problems,
the 12 green chemistry principles, product life-cycle analysis, energy production alternatives,
raw materials and future education. The 12 principles of green chemistry include the
responsibilities of preventing the production of waste, using safe substances and conserving
materials and energy (Anastas & Warner, 1998). Finnish teachers are already sometimes
integrating these topics into their chemistry lessons (Aksela & Boström, 2012). Matters such
as conserving or wasting resources, long-term needs, the quality of products, better choices in
daily life and issues related to health are easy to discuss during any regular Finnish chemistry
class. All of the topics that relate to socio-scientific issues or sustainable development found
in the Finnish National Curriculum for Chemistry can be connected to aspects of the students’
daily lives (e.g., housing, food, energy or product life-cycle issues) (Finnish National Board
of Education, 2015; 2014; 2003).
However, at the practical level, including socio-scientific issues in chemistry is more than just
a lecture about the relevant issues (Sadler, 2004). The educational practices of socio-scientific
chemistry
education are complex, controversial, topical and relevant to the daily lives of
students (Sadler et al., 2007). The dimensions of the issues are not self-evident to the students.
The issues need to be explained from different points of view and with regard to the students’
level of understanding and their perception of the relevance of the issues (Holbrook &
Rannikmae, 2009). The central focus is to connect the importance
of personal actions and
questioning to the issues (Newhouse, 1990; Wilmes & Howarth, 2009; Zeidler et al., 2005).
Different argumentative perspectives and ethical dimensions are typical, and the issues may
evolve as new knowledge is generated. A solution does not have to be found, even if a certain
issue has been studied or discussed in a chemistry lesson. (Oulton, Dillon & Grace, 2004)
Research into socio-scientific education highlights the benefits of group discussions as a
practical means of supporting the students’ socio-scientific decision-making and
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argumentation skills (Albe, 2008; Sadler, 2011; Tanner, 2009; Wilmes & Howarth, 2009;
Zoller, 2012).
The variability of the interactions between humans and nature within
the context of SSI in
ESD is illustrated in Table 1. Environmental problems and their solutions are involved in a
constant societal battle for definitions, i.e., the severity of the problems and the viability of the
solutions are defined in different ways depending on political views. There are many different
environmental discourses taking place in societies, and they often challenge one another.
(Särkkä, 2011, 82)
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