Katie Milton Brkich et al., "The Rejection of the NGSS in Georgia: Social Covenants as Contextually Mitigating Factors," offers a compelling critical analysis that highlights how social-political influences, introduced as covenants, shape curricular decisions that may limit science literacy within the curricular landscape of science…

Climate change science is complex and perceived to be controversial in nature by some stakeholders. Yet from the perspective of educators and policy makers, climate change science is an important topic to be taught in secondary science education. The presence of controversy can influence teachers' instructional decisions and cause confusion about…

Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education--both teaching and learning--is a potential minefield. The goal of this study was to probe the insights of Israeli stakeholders in education regarding the revision of the Israeli science and…

The following article examines the implementation and controversy that surround climate change education and the implementation of the Next Generation Science Standards (NGSS). In order to fully understand why NGSS and climate change education continue to generate significant public debate, one must examine the work of both climate advocates and…

The focus of this paper is on the Science-Technology-Society (STS) initiative, developed in the 1980s, subsequently expanded to STSE to acknowledge environmental concerns and later expanded further to include the provision of opportunities for students to confront socioscientific issues (SSI), often of a controversial and certainly of a topical…

Although the age of the planet, the theory of biological evolution, and climate change are not "scientifically" controversial, students' familial and religious teachings can be perceived to be diametrically opposed to the science curriculum. However, there is a way for teachers to acknowledge alternative views and let students voice them…

The present research aimed to analyse the perception of science teachers on socio-scientific issues and teaching them. The study group of the research consists of 22 science teachers (14 females, 8 males) working in 7 secondary schools in Sinop, who were determined according to the convenience sampling method. The case study as one of the…

We present a sequence of professional development sessions to support science teachers in designing socio-scientific inquiry-based learning (SSIBL) lessons to foster democratic citizenship. We focus on seven stages for enacting SSIBL: (1) introducing a dilemma; (2) initial opinion-forming; (3) creating a 'need to know'; (4) inquiry; (5) dialogue;…

The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded…