Incorporating Socio-Scientific Issues in Science Classes: Co-Teaching with a Social Studies Teacher

Abstract Incorporating socio-scientific issues (SSI) into science education is essential in promoting civic engagement and fostering scientific literacy. However, it has not yet been fully introduced in Japan. This study proposes a science, technology, engineering, arts or liberal arts, and mathematics (STEAM) approach to address barriers to SSI implementation including science teachers’ lack of confidence in teaching the ethical aspects of SSI. The study explored the impact of co-teaching SSI with a social studies teacher on student engagement, knowledge acquisition, and focus points on SSI. The study was conducted in two groups: a co-teaching group with a social studies teacher and a control group with a science teacher only. Pre- and post-written surveys were used to conduct data analysis. The results revealed that the students were deeply engaged in ethical issues, highlighting the importance of interdisciplinary collaboration in addressing SSI. Although there were no significant differences between the two groups regarding basic knowledge and understanding of genetics or socio-scientific reasoning skills, students in the co-teaching group demonstrated a high level of awareness of the broad ethical principles associated with SSI after class. This study demonstrates the effectiveness of the co-teaching approach in STEAM education for promoting a comprehensive understanding of SSI and ethical engagement and has implications for SSI instruction in Japan and many other countries. Such interdisciplinary teaching training opportunities would help science teachers improve their SSI teaching skills and reduce barriers to incorporating SSI into their classrooms. Further research is required to explore this approach’s long-term effectiveness and scalability.