Engaging Students to Perceive Nature of Science Through Socioscientific Issues-Based Instruction

Abstract

In the relation to world of change, learning science is stimulated by source of scientific knowledge and various kind of pedagogical strategies. Some issues that concerns science and social dimension are raised and critiqued in many areas. Socioscientific issues are widely distributed in terms of promotion nature of science and leads scientific literacy. In this way, environmental concerns, technological concerns, discussions about the nature of science and its socially dependent nature can be addressed. It is a natural place for discussion about social justice to occur within science. These are very important in science curriculum, defined as one of the direction of science literacy and it also is developed as a part of national science education effort. This article reviewed and discussed ways to engage students to perceive nature of science through socioscientific issues-based instruction in a professional science education community.

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