In today’s rapidly evolving world, science education goes beyond memorizing facts—it’s about preparing students to tackle real-world challenges with confidence. Sumaiya Tabassum, PhD, a postdoctoral researcher at the University of Nebraska-Lincoln, is investigating how controversial socioscientific issues can be used in classrooms to cultivate critical thinking and decision-making skills in students.
Tabassum’s interest in this work stems from her own experiences as a student and educator. With formal training in disaster science and management, she had experience exploring the complexities of crisis response and resilience. However, her academic journey took a turn when she discovered education research, leading her to pursue a PhD focused on improving science learning through inquiry and engagement. While working on various education research projects, she became fascinated by how students engage with complex problems, and her doctoral studies enabled her to explore how science can be made more accessible and relevant to students from diverse backgrounds.
Her work focuses on how educators can integrate complex, often contentious topics—such as climate change, genetic engineering, and public health policies—into science instruction in ways that promote meaningful engagement.
"We want students to not just learn science but to apply their knowledge in evaluating evidence, considering ethical perspectives, and making informed decisions," Tabassum explained.
To help teachers navigate these discussions, Tabassum advocates for a three-step approach:
- Ask—Begin by asking students about their initial perspectives on the issue. Encourage them to articulate their views and assumptions in a respectful, open environment.
- Do Research—Guide students to seek credible sources of information that support or challenge their viewpoints. This step helps them develop information literacy and the ability to critically assess evidence.
- Reflect—Finally, encourage students to reflect on their original stance after considering new information. This critical reflection fosters a deeper understanding of the issue and promotes thoughtful, informed discussions.
This three-step approach provides some structure to begin integrating value-based discussions into science instruction. Such discussions help students think deeply not only about scientific concepts, but also the impact science has on daily life. Value-based discussions in science classrooms are essential because they help students develop a well-rounded understanding of scientific issues. When students engage in discussions that consider ethical, social, and political dimensions, they learn to approach science not as an isolated discipline but as a field deeply connected to human values. These conversations build empathy, encourage civic engagement, and help students understand the implications of scientific advancements on society. By exploring multiple perspectives, students are better prepared to navigate complex global issues and make responsible decisions.
By exposing students to real-world dilemmas, this approach encourages them to weigh scientific data alongside social, ethical, and political factors. Tabassum’s research also highlights the role of teacher support in facilitating productive discussions.
"Creating a classroom environment where students feel safe to express differing viewpoints is crucial," she said.
With the growing need for scientifically literate citizens, Tabassum’s work underscores the importance of equipping students with the skills necessary to navigate complex global challenges. Her research provides valuable insights for K-12 educators looking to enrich their science curriculum with relevant and thought-provoking discussions.
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