Articles+on+SSI




 * BIBLIOGRAPHY on the inclusion of socioscientific issues in school science education **


 * THEORETICAL FRAMING **


 * Defining ‘socioscientific issues’ **

Bollen, J., Sompel, van de, H, Hagberg, A., Bettencourt, L., Chute, R., et al. (2009). Clickstream data yields high-resolution maps of science. //PLoS ONE, 4//(3): e4803. doi:10.1371/journal.pone.0004803. Corner, A., & Hahn, U. (2009). Evaluating science arguments: Evidence, uncertainty, and argument strength. //Journal of Experimental Psychology: Applied, 15//(3), 199–212. Sadler, T., Barab, S., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? //Research in Science Education//, 37, 371-391.


 * Global Economization and SSIs **

Bakan, J. (2004). //The corporation: The pathological pursuit of profit and power//. Toronto: Viking. Barber, B. R. (2007). //Consumed: How markets corrupt children, infantilize adults, and swallow citizens whole//. New York: Norton. Dobbin, M. (1998). //The myth of the good corporate citizen: Democracy under the rule of big business.// Toronto: Stoddart. Gabbard, D. A. (editor) (2000a). Knowledge and power in the global economy: Politics and the rhetoric of school reform. Mahwah, NL: Lawrence-Erlbaum. Gabbard, D. A. (Ed.) (2008). //Knowledge & power in the global economy: The effects of school reform in neoliberal / neoconservative age//. New York: Lawrence Erlbaum. McMurtry, J. (1999). //The cancer stage of capitalism//. London: Pluto. McMurtry, J. (2002). //Value wars: The global market versus the life economy//. London: Pluto.


 * Corporate Effects on Fields of Science and Technology **

Angell, M. (2004). //The truth about the drug companies: How they deceive us and what to do about it//. New York: Random House. Kleinman, D. L. (2003). //Impure cultures: University biology and the world of commerce//. Madison, WI: University of Wisconsin Press. Krimsky, S. (2003). //Science in the private interest: Has the lure of profits corrupted biomedical research?// Lanham, MD: Rowman & Littlefield. Ziman, J. (2000). //Real science: What it is, and what it means//. Cambridge: Cambridge University Press.


 * Developing frameworks **

Ekborg, M., Ideland, M., & Malmberg, C. (2009). Science for life: A conceptual framework for construction and analysis of socio-scientific cases. //NorDiNa, 5//(1), 35-46. Jarman, R., & McClune, B. (2010). Developing students’ ability to engage critically with science in the news: identifying elements of the ‘media awareness’ dimension. //The Curriculum Journal, 21//(1), 47-64. Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. //Science Education, 85//(3), 291-310. Levinson, R. (2006). Towards a theoretical framework for teaching controversial socio-scientific issues. //International Journal of Science Education, 28//(10), 1201-1224. Oulton, C., Dillon, J., & Grace, M. (2004). Reconceptualizing the teaching of controversial issues. //International Journal of Science Education, 26//(4), 411-423. Pouliot, C. (2009). Using the deficit model, public debate model and co-production of knowledge models to interpret points of view of students concerning citizens’ participation in socioscientific issues. //International Journal of Environmental & Science Education, 4//(1), 49-73. Sadler, T. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. //Studies in Science Education, 45//(1), 1-42. Sadler, T. D. (2009). Socioscientific issues in science education: Labels, reasoning, and transfer. //Cultural Studies of Science Education, 4//(3), 697-703. Santos, dos, W. (2009). Scientific literacy: A Freirean perspective as a radical view of humanistic science education. //Science Education, 93//(2), 361-382. Stewart, C. O. (2009). Socioscientific controversies: A theoretical and methodological framework. //Communication Theory, 19//(2), 124-145. van Eijck, M. (2010). Addressing the dynamics of science in curricular reform for scientific literacy: The case of genomics. //International Journal of Science Education, 32//(18), 2429-2449. van Eijck, M., & Claxton, N. X. (2009). Rethinking the notion of technology in education: Techno-epistemology as a feature inherent to human praxis. //Science Education, 93//(2), 218-232. Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. //Science Education, 89//(3), 357-377.

** ARGUMENTS FOR REFORM TO INCLUDE SSIS **

Aikenhead, G. (2006). //Science for everyday life: Evidence-based practice.// New York: Teachers College Press. Bingle, W., & Gaskell, J. (1994). Scientific literacy for decisionmaking and the social construction of scientific knowledge. //Science Education, 78//(2), 185-201. Cross, R., & Fensham, P. (Eds.). (2000). //Science and the citizen: For educators and the public//. Melbourne: Arena. Cross, R. T., & Price, R. F. (1992). //Teaching Science for Social Responsibility//. Sydney: St. Louis Press. Jenkins, E. (2000). 'Science for all': time for a paradigm shift? In L. R. Millar, J., & Osborne, J. (Ed.), //Improving Science Education: The contribution of research// (pp. 207-226). Buckingham: Open University Press. Fensham, P. J. (2009). Real world contexts in PISA science: Implications for context-based science education. //Journal of Research in Science Teaching, 46//(8), 884-896. Giroux, H. A., & Giroux, S. S. (2006). Challenging neoliberalism’s new world order: The promise of critical pedagogy. //Cultural Studies ↔ Critical Methodologies, 6//(1), 21-32. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Hodson, D. (2003). Time for action: Science education for an alternative future. //International Journal of Science Education.// 25//(6),// 645-670. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Lemke, J. (2002). //Getting Critical about Science Literacies.// Paper presented at the Language & Science Literacy Conference, September, University of Victoria, British Columbia. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">McLaren, P., & Jaramillo, N. (2007). //Pedagogy and praxis in the age of empire: Towards a new humanism//. Rotterdam: Sense. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Organisation for Economic & Cultural Development [OECD] (2006). //Assessing scientific, reading and mathematical literacy: A framework for PISA 2006.// Paris: OECD. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Quicke, J. (2001). The science curriculum and education for democracy in the risk society. //Journal of Curriculum Studies, 33//(1), 113-127. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; line-height: 18px;">Reis, P. (2009). Ciência e controvérsia. //Revista de Estudos Universitários//, 35(2), 9-15. Disponível em http://periodicos.uniso.br/index.php/reu/article/viewFile/559/273 <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; line-height: 18px;">Reis, P. (2007). Os temas controversos na educação ambiental. //Pesquisa em Educação Ambiental//, 2(1), 125-140. UFSCar, USP, UNESP. Brasil. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Roth, W-M., & Désautels, J. (2004).Educating for citizenship: Reappraising the role of science education. //Canadian Journal for Science, Mathematics & Technology, 4//(2), 149-168. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Roberts, D. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Ed.) //International Handbook on Science Education// (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum Associates. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Rudolph, J. L. (2003). Portraying epistemology: School science in historical context. //Science Education, 87//(1), 64-79. Taylor, P., Lee, S. H., & Tal, T. (2006). Toward socio-scientific participation: Changing culture in the science classroom and much more. // Cultural //// Studies of Science Education ////, 1 // (4), 645-656.

** CHALLENGES TO THE INCLUSION OF SSIS **

**// Re humanistic focus //**

<span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Donnelly, J. (2002). Instrumentality, hermeneutics and the place of science in the school curriculum. //Science and Education,11,// 135-153. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Donnelly, J. (2004). Humanizing science education, //Science Education, 88//(5), 762-784.Donnelly, J. (2004). Ethics and the science curriculum. School Science Review, 86, 29-32. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Donnelly, J. (2006). The intellectual positioning of science in the curriculum and its relationship to reform. //Journal of Curriculum Studies, 38//(6), 623-640.

**// Re Curriculum & Assessment Orientations //**

<span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Hughes, G. (2000). Marginalization of socioscientific material in Science–Technology–Society science curricula: Some implications for gender inclusivity and curriculum reform. //Journal of Research in Science Teaching, 37//(5), 426-440. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Sadler, T. D., & Zeidler, D. L. (2009). Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education. //Journal of Research in Science Teaching, 46//(8), 909-921. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">van Eijck, M., & Roth, W.-M. (2008). Representations of scientists in Canadian high school and college textbooks. //Journal of Research in Science Teaching, 45//(9), 1059-1082.

**// Re citizenship //**

<span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Brett, P. (2003). Citizenship and assessment. Available online: [], 6-24. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Crick, B. (2000). //Essays on citizenship//. London: Continuum. <span style="font-family: 'Times New Roman'; font-size: 12px; line-height: 18px; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Davies, I. (2004). Science and citizenship education. International Journal of Science Education, 26(14), 1751-1763. <span style="font-family: 'Times New Roman'; font-size: 9pt; margin: 0in 0in 0in 0.25in; text-indent: -0.25in;">Irwin, A. (1995). //Citizen science//. London: Routledge. Osborne, J. (2000). Science and citizenship. In M. Monk & J.Osborne (eds.) //Good practice in science teaching: What research has to say.// Buckingham: Open University Presss. Ratcliffe, M. & Grace, M. (2003). //Science education for citizenship.// Maidenhead: Open University Press.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Reis, P. (2009). Ciência e controvérsia. //Revista de Estudos Universitários//, 35(2), 9-15. Disponível em http://periodicos.uniso.br/index.php/reu/article/viewFile/559/273 <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Reis, P. (2007). Os temas controversos na educação ambiental. //Pesquisa em Educação Ambiental//, 2(1), 125-140. UFSCar, USP, UNESP. Brasil.

Zahur, R. (2002). Science education for empowerment and social change: A case study of a teacher educator in urban Pakistan. //International Journal of Science Education//, //24//(9). 899-917.


 * CLASSROOM STUDIES **


 * Review of classroom studies **

Sadler, T. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. //Journal of Research in Science Teaching, 41//(5), 513-536.


 * Classroom and/or Web-based Learning Studies **

__ Schools __

Adams, S. T. (1999). Critiquing claims about global warming from the World Wide Web: A comparison of high school students and specialists. //Bulletin of Science, Technology & Society, 19//(6), 539-543. Albe, V. (2008). Students’ positions and considerations of scientific evidence about a controversial socioscientific issue. //Science & Education, 17//(8/9), 805-827. Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students//’// argumentation in group discussions on a socio-scientific issue. //Research in Science Education, 38//(1), 67-90. Castano, C. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. //Research in Science Education, 38//(5), 565–587. Dawson, V., & Venville, G. (2008). High-school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy? //International Journal of Science Education//, 1-25, iFirst Article. Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics. //Research in Science Education, 40//(2), 133–148. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). //Young People's Images of Science// (1st ed.). Buckingham, UK: Open University Press. Eggert, S., & Bögeholz (2010). Students’ use of decision-making strategies with regard to socioscientific issues: An application of the Rasch partial credit model. //Science Education, 94//(2), 230-258. Fleming, R. (1986a). Adolescent reasoning in socio-scientific issues, Part 1: Social cognition. //Journal of Research in Science Teaching//, 23, 677-687. Fleming, R. (1986b). Adolescent reasoning in socio-scientific issues, Part II : Nonsocial cognition. //Journal of Research in Science Teaching,// 23, 689-698. Furberg, A., & Ludvigsen, S. (2008). Students’ meaning-making of socioscientific issues in computer mediated settings: Exploring learning through interaction trajectories. //International Journal of Science Education//, //30//(13), 1775-1799. Hanegan, N. L., Price, L., & Peterson, J. (2008). Disconnections between teacher expectations and student confidence in bioethics. //Science & Education, 17//(8-9), 921-940. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; line-height: 17px;">Hilário, T. e Reis, P. (2009). Potencialidades e limitações de sessões de discussão de controvérsias sociocientíficas como contributos para a literacia científica. //Revista de Estudos Universitários//, 35(2), 167-183. Disponível em http://periodicos.uniso.br/ index.php/reu/article/viewFile/568/282 Khishfe, R., & Lederman, N. (2006). Teaching nature of science within a controversial topic: Integrated versus non-integrated. //Journal of Research in Science Teaching, 43//(4), 395-418. Kolstø, S. (2006). Patterns in students' argumentation confronted with a risk-focused socio-scientific issue. //Science Education, 28//(14), 1689-1716. Kolstø, S. (2001). ‘To trust or not to trust,. . .’- pupils’ ways of judging information encountered in a socio-scientific issue. //International Journal of Science Education, 23//(9). 877-901. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. //Journal of Research in Science Teaching, 41//(10), 994-1020. Patronis, T., Potari, D., & Spiliotopoulou, V. (1999). Students’ argumentation in decision-making on a socio-scientific issue: Implications for teaching. //International Journal of Science Education, 21//(7), 745-754. Pouliot, C. (2008). Students’ inventory of social actors concerned by the controversy surrounding cellular telephones: A case study. //Science Education, 92//(3), 543-559.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Reis, P. e Galvão, C. (2004). Socio-scientific controversies and students' conceptions about scientists. //International Journal of Science Education//, 26(13), 1621-1633. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Reis, P. e Galvão, C. (2006). O diagnóstico de concepções sobre os cientistas através da análise e discussão de histórias de ficção científica redigidas pelos alunos. //Revista Electrónica de Enseñanza de las Ciências//, 5(2), 213-234. Disponível em http://www.saum.uvigo.es/reec/volumenes/volumen5/ART1_Vol5_N2.pdf <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; line-height: 18px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Reis, P. e Galvão, C. (2007). Reflecting on scientists’ activity based on science fiction stories written by secondary students. //International Journal of Science Education//, 29(10),1245 - 1260. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Reis, P, Rodrigues, S. e Santos, F. (2006). Concepções sobre os cientistas em alunos do 1.º Ciclo do Ensino Básico: “Poções, máquinas, monstros, invenções e outras coisas malucas”. //Revista Electrónica de Enseñanza de las Ciências//, 5(1), 51-74. Disponível em http://www.saum.uvigo.es/reec/volumenes/volumen5/ART4_Vol5 _N1.pdf

Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? //Research in Science Education, 37//(4), 371-391. Sadler, T., Chambers, F., & Zeidler, D. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. //International Journal of Science Education, 26//, 387-409. Sadler, T., & Zeidler, D. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. //Science Education, 88,// 4-27. Solomon, J. (1992). The classroom discussion of science-based social issues presented on television: knowledge, attitudes and values. //International Journal of Science Education, 14//(4), 431-444. Tal, T., & Kedmi, Y. (2006). Teaching socioscientific issues: Classroom culture and students’ performances. //Cultural Studies of Science Education, 1//(4), 615-644. Taylor, P., Lee, S., & Tal, T. (2006). Toward socio-scientific participation: changing culture in the science classroom and much more. //Culture and science education//, 1, 645-656. Wu, Y., & Tsai, C. (2007). High school students' informal reasoning on a socio-scientific Issue: Qualitative and quantitative analyses, //International Journal of Science Education//, 29(9), 1163 – 1187. Yoon, S. (2008). Using memes and memetic processes to explain social and conceptual influences on student understanding about complex socio-scientific issues. //Journal of Research in Science Teaching, 45//(8), 900-921. Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009). Advancing reflective judgment through socioscientific issues. //Journal of Research in Science Teaching, 46//(1), 74-101. Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. //Science Education, 86//(3), 343-367. Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. //Journal of Research in Science Teaching//, 39, 35-62.

__ Universities/Colleges __

Concannon, J. P., Siegel, M. A., Halverson, K., & Freyermuth, S. (2010). College students’ conceptions of stem cells, stem cell research, and cloning. //Journal of Science Education and Technology, 19//(2), 177-186. Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. //Science Education, 88//(1), 4-27. Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. //Journal of Research in Science Teaching, 42//(1), 112-138.

Castano, C. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. // Research in Science Education, 38 //, 565-587. Grace, M., & Ratcliffe, M. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. // International Journal of Science Education //, // 24 // (11), 1157-1169. Hogan, K. (2002). Small groups’ ecological reasoning while making an environmental management decision. // Journal of Research in Science Teaching, 39 //(4), 341-368. Keselman, A., Kaufman, D. R., & Patel, V. L. (2004). “You can exercise your way out of HIV” and other stories: The role of biological knowledge in adolescents’ evaluation of myths. // Science Education, 88 //, 548-573. Kolstø, S., et al. (2006). Science students’ critical examination of scientific information related to socioscientific issues. // Science Education //, 1-24. Lewis, J., & Leach, J. (2006). Discussion of socio-scientific issues: The role of science knowledge. // International Journal of Science Education, 28 //(11), 1267-1287. Sadler, T., & Donnelly, L. (2006). Socioscientific argumentation: The effects of content knowledge and morality. // International Journal of Science Education, 28 //(12), 1463-1488. Sadler, T., & Fowler, S. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. // Science Education, // 90, 986-1004. Sadler, T., & Zeidler, D. (2005a). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. // Science Education, // 89, 71-93. Tytler, R., Duggan, S., & Gott, R. (2001). Dimensions of evidence, the public understanding of science and science education. // International Journal of Science Education, 23 //(8), 815-832. Venville, G J, & Dawson, V M (2010). The impact of an argumentation intervention on Grade 10 students’ conceptual understanding <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;"> of genetics. // Journal of Research in Science Teaching //, //48//(8), 952–977. von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge. // Journal of Research in Science Teaching, 45 //(1), 101-131. Wu, Y., & Tsai, C. (2007). High school students’ informal reasoning on a socio-scientific issue: Qualitative and quantitative analyses. // International Journal of Science Education, 29 //(9), 1163-1187.
 * THE ROLE OF CONCEPT KNOWLEDGE IN DISCUSSION OF SSI ** ** s  **


 * TEACHER ENGAGEMENT AND PRESERVICE TEACHER EDUCATION **

Barrett, S. E., & Nieswandt, M. (2010). Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates’ beliefs. //Journal of Research in Science Teaching, 47//(4), 380-401. Bryce, T., & Gray, D. (2004). Tough acts to follow: The challenges to science teachers presented by biotechnological progress. //International Journal of Science Education, 26//(6), 717-733. Cross, R., & Price, R. (1996). Science teachers’ social conscience and the role of controversial issues in the teaching of science. //Journal of Research in Science Teaching, 33//(3), 319-333. Gayford, C., (2002). Controversial environmental issues: A case study for the professional development of teachers. //International Journal of Science Education, 24//(11), 1191-1200. Lee, H., & Witz, K. (2008). Science teachers’ inspiration for teaching socio-scientific issues: Disconnection with reform efforts. //International Journal of Science Education//, 1-30, iFirst Article. Levinson, R., & Turner, S. (2001). //The teaching of social and ethical issues in the school curriculum, arising from developments in biomedical research: A research study of teachers.// London: Institute of Education, University of London and Wellcome Trust. Matkins, M. J., & Bell, R. L. (2007). Awakening the scientist inside: Global climate change and the nature of science in an elementary science methods course. //Journal of Science Teacher Education, 18//(2), 137-163. Pedretti, E. (2003). Teaching science, technology, society and environment (STSE) education: Preservice teachers’ philosophical and pedagogical landscapes. In D. Zeidler (Ed.), //The role of moral reasoning and socioscientific discourse in science education// (pp. 219-239)//,// Dordrecht, The Netherlands: Kluwer. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Reis, P. e Galvão, C. (2004). The impact of socio-scientific controversies in portuguese natural science teachers’ conceptions and practices. //Research in Science Education//, 34(2), 153-171. <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Reis, P. e Galvão, C. (2005). Controvérsias sócio-científicas e prática pedagógica de jovens professores. //Investigações em Ensino de Ciências//, 10(2), 131-160. Publicação da Universidade Federal do Rio Grande do Sul. Disponível em http://www.if.ufrgs.br/ienci/artigos/Artigo_ID126/v10_n2_a2005.pdf <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Reis, P. e Galvão, C. (2008). Os professores de Ciências Naturais e a discussão de controvérsias sociocientíficas: dois casos distintos. //Revista Electrónica de Enseñanza de las Ciências//, 7(3), 746-772. Disponível em http://www.saum.uvigo.es/reec/ volumenes/volumen7/ART13_Vol7_N3.pdf <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Reis, P. e Galvão, C. (2009). Teaching controversial socio-scientific issues in biology and geology classes: a case study. //Electronic Journal of Science Education//, 13(1), 162-185. Disponível em http://ejse.southwestern.edu/volumes/v13n1/articles/ art7-reis.pdf Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. //Journal of Research in Science Teaching, 43//(4), 353-376.


 * STUDIES OF SCIENTISTS AND SSI **

Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. //Science Education, 87//(3), 352– 377.


 * APPROACHES TO PEDAGOGY **

Bartholomew, H., Osborne, J., & Ratcliffe, M. (2004). Teaching students “ideas about science”: Five dimensions of effective practice. //Science Education, 88//, 655-682. Kolstø, S. D. (2008). Science education for democratic citizenship through the use of the history of science. //Science and Education,// 17, 977-997. Pedretti, E. G. (2004). Perspectives on learning through research on critical issues-based science center exhibitions. //Science Education, 88//(Suppl. 1), S34-S47. Ryder, J. (2002). School science for citizenship: strategies for teaching about the epistemology of science. //Journal of Curriculum Studies, 34//(6), 637-658.


 * BACKGROUND REPORTS RECOMMENDING SCIENTIFIC LITERACY IN TERMS OF CITIZENSHIP, INCLUDING DECISION MAKING ON SSIs **

Millar, R. & Osborne, J. (1998). //Beyond 2000: Science education for the future//. London: King's College London, School of Education, Report of a Seminar Series. Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Canberra, ACT:Australian Council for Educational Research.


 * PUBLIC UNDERSTANDING OF SCIENCE STUDIES WITH IMPLICATIONS FOR SCHOOL SCIENCE **

Christensen, C. (2010, in process). Young adults’ accounts of scientific knowledge when responding to a television news report of contested science. //International Journal of Science Education (B) Science Communication and Public Engagement.// Duggan, S., & Gott, R. (2002). What sort of science education do we really need? //International Journal of Science Education, 24//(7), 661-679. Ryder, J. (2001). Identifying science understanding for functional scientific literacy. //Studies in Science Education, 36//, 1-44.


 * RESEARCH ON CURRICULUM REFORM INVOLVING SSIs **

Millar, R. (2006). //Twenty First Century Science:// Insights from the design and implementation of a scientific literacy approach to school science. //International Journal of Science Education, 28//(13), 1499-1521.


 * RISK IN DECISION MAKING ON SSIs **

Christensen, C. (2009). Risk and school science education. //Studies in Science Education,45//(2), 2-5-223. Cross, R. T. (1993). The risk of risks: A challenge and a dilemma for science and technological education. //Research in Science and Technological Education, 11//(2), 171-183. Eijkelhof, H. (1986). Dealing with acceptable risk in science education: the case of ionizing radiation. In M. J. Fraser, & Kornhauser, A. (Ed.), //Ethics and Social responsibility in Science Education// (pp. 189-200). Oxford, UK: Pergamon Press. Hornig, S. (1993). Reading risk: public response to print media accounts of technological risk. //Public Understanding of Science, 2//, 95-109. Howes, R. (1975). Radiation //Risks// – A possible teaching topic. //Physics Education, 10//(6), 412-416. Kolstø, S. (2006). Patterns in students' argumentation confronted with a risk-focused socio-scientific issue. //Science Education, 28//(14), 1689-1716. Solomon, J. (2003). Risk: Why don't they listen to us? //Studies in Science Education, 39//, 125-141. TURS (2010). The TURS project: Promoting Teachers’ Understanding of Risk in Socio-Scientific Issues, [|www.riskatioe.org], accessed 22 August, 2010.