Navigating Controversy in the Science Classroom : Indonesian Biology Lecturers’ Approaches to Socio-Scientific Issue Discussions
DOI:
https://doi.org/10.56294/saludcyt20252031Keywords:
Socio-Scientific Issues (SSI), Biology Education, Controversial Topics, Pedagogical Strategies, Science Curriculum ReformAbstract
Introduction: The incorporation of Socio-Scientific Issues (SSI) in science education has become an effective pedagogical strategy for enhancing students' critical thinking, ethical reasoning, and scientific literacy. In Indonesia, characterized by cultural diversity and curricular limitations, there is a limited understanding of how biology lecturers address contentious scientific subjects in the classroom. Notwithstanding the increasing global focus on SSI-based pedagogy, its application in Indonesian higher education remains insufficiently examined. This study investigates the understanding, behaviors, and obstacles encountered by biology education lecturers in incorporating problematic socio-scientific issues into their teaching.
Method: We conducted a quantitative descriptive survey with 42 lecturers from various universities to analyze their frequency of SSI utilization, the sorts of concerns addressed, the instructional tactics implemented, and the perceived obstacles.
Results: Research indicates that while educators acknowledge the pedagogical significance of SSI, only a small fraction consistently incorporates it into their teaching. Environmental themes prevail in classroom discussions, whereas more intricate and ethically problematic subjects, such as genetic engineering and bioethics, are infrequently explored. Principal problems encompass student preparedness, resource constraints, and cultural sensitivities. Notwithstanding these obstacles, educators emphasize the importance of SSI in developing essential 21st- century competencies.
Conclusions: This study concludes that effective integration of Socio-Scientific Issues (SSI) in biology education in Indonesia requires structured training programs, collaborative support, and alignment of policies across educational institutions. These findings suggest that addressing the challenges identified in the study can significantly enhance the understanding and teaching practices of biology lecturers, fostering a more SSI-inclusive approach in higher education.
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Copyright (c) 2025 Sri Mukminati Nur, Firdaus Daud, Yusminah Hala (Author)
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