- Mar 8, 2026
- Posted by:
- Category: Abstract of 10th-iaceducation
Abstract Book of the 10th International Academic Conference on Education
Year: 2026
[PDF]
Exploring Lower-Secondary Science Teachers’ Perspectives on Engaging Cross-Disciplinary Ethical Dimension of Socio-Scientific Issues in Sweden
Shu-Nu Chang Rundgren, Anjelica Giordano
ABSTRACT:
In these times marked by scientific advancements that disrupt society, the importance of shifting science education from knowledge acquisition to ethical reasoning and moral development is more important than ever. Research has shown that socio-scientific issues (SSI) can offer a powerful context for helping students develop the functional scientific literacy needed to make ethical decisions about scientific innovations. This qualitative study explored how lower-secondary science teachers in Sweden conceptualized the ethical dimensions of SSI, the pedagogical strategies they used, the challenges they faced, and the perceived benefits they reported when engaging with these issues. The participants were 14 science teachers working in two curricular contexts, the Swedish national curriculum (Lgr-22) and the International Baccalaureate Middle Year Programme (MYP). The study revealed complex tensions between the traditional idea of scientific objectivity and the need for ethical engagement, and highlighted that what is assessed is what is taught. Teachers reported that although they faced time pressures, lack of curricular support, and discomfort with sensitive topics, SSI increased student engagement and relevance, particularly for less science-oriented students. The MYP teachers benefited from more explicit assessment expectations, whereas the Lgr-22 teachers often relied on collaboration and teacher agency. These findings underscore the importance of aligning curricula, assessments, and professional development to empower teachers to integrate ethics into science education meaningfully.
Keywords: Agency; Collaboration; Curricular; Support; Time