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Jul 13, 2022

I was recently reading the July/August 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the Editor’s Corner, written by Ann Haley MacKenzie.  She wrote a column entitles, “Teaching Societal Issues in the Science Classroom.”  

By incorporating societal issues into our classrooms, we provide students a chance to explore topics in depth, instead of simply glossing over the content.  Here are some reasons to include societal issues in science courses:

--These issues justify information included in science courses.

--Societal issues allow students to find science classes relevant to their daily lives.  

--These societal issues enable teachers to evaluate student success at application and synthesis of ideas.

--Infusing societal issues defines the teacher’s role to be “facilitator” and relegates the textbook’s / digital learning platform status to “information sources.”

--These issues may allow for increased scientific understanding of concepts, ased on cognitive theories of learning.