Effectiveness of socio scientific issue based instruction on awareness argumentation and conceptual understanding

Abstract

This study investigates the effectiveness of Socio-Scientific Issue-based Instruction newline(SSI) on the Awareness, Argumentation, and Conceptual Understanding of science among newlineStandard 10 Gujarati medium secondary school students in Gandhinagar city, Gujarat, India, newlinefocusing on the topics of Sustainable Management of Natural Resources and Heredity and newlineEvolution. Employing a true experimental pre-test and post-test control group design, the newlineresearch involved 96 students in the intervention group and a control group receiving newlineconventional teaching methods. The researcher developed and validated a Socio-Scientific newlineIssue-based Instruction program and three specific assessment tools: the Awareness Test of Science for Socio-Scientific Issues (ATS-SSI), the Argumentation Test of Science for Socio newlineScientific Issues (AGTS-SSI), and the Conceptual Understanding Test of Science for Socio newlineScientific Issue (CUT-SSI). The study aimed to compare the impact of SSI versus newlineconventional teaching by analysing the mean pre-test and post-test scores, as well as gain scores, across the three dependent variables for both groups. newline