Abstract Teaching Socio-Scientific Issues can help promote the development of students’ core competencies. By reviewing the research on the teaching mode of Socio-Scientific Issues both domestically and internationally, a teaching mode based on situated cognition and constructivism, with “learning by doing” as the implementation path, has been constructed, including “creating topic contexts” “learning chemistry knowledge and exploring social factors” “establishing a scientific-social analysis model” “discussion and decision-making” “establishing a negotiation model for Socio-Scientific Issues” and “comprehensive evaluation” links. In order to better apply this teaching mode to practice, the following implementation strategies are proposed: constructing real topic contexts; Exploring the fields of chemistry and society; Gathering multiple positions to make decisions; Implement multiple evaluations, in order to provide reference for chemistry teachers to organize Socio-Scientific Issues teaching.
GENG Shu-Ling, TANG Ding, DING Ya-Xin. Construction and Implementation Strategy of the Teaching Mode for Socio-Scientific Issues[J]. Chinese Journal of Chemical Education, 2024, 45(21): 52-57.
