The aim of this study was to explore how the design of this chemistry lesson for citizenship influences students’ use of different perspectives in decision-making about ‘the use and sale of laughing gas’. In this study, ‘the use and sale of laughing gas among youth’ was chosen as a socio-scientific issue. This chemistry lesson for citizenship was designed according to the 5E instructional approach, and activating pedagogical methods and tools (i.e., group discussion, reading the information cards, taking notes, watching instructional videos) were used. Both the types of perspectives used and the effectiveness of the pedagogies implemented were explored. Twenty-three students from two classes participated in the study. The data were collected through five tools (four worksheets and a questionnaire). The students mainly used ‘scientist’ perspective by focusing on what research says about the possible consequences of inhaling laughing gas. The students also focused on ‘health’; principally, they referred to the relation between the amount of laughing gas used and the damage it may cause. As to the influential pedagogical elements of the lesson, the ‘videos’ were found to be the most effective and informative. In addition, the ‘group discussion’ was also found to be an influential activity of the lesson on making decisions about the use and sale of laughing gas. Therefore, our results suggest that the lesson design supported the students to recognize and use different perspectives to make informed decisions about the sale and use of laughing gas.@en

The purpose of this study is to provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK-before), (b) lesson reflection form (PCK-after), (c) lesson observation table (PCK-in-action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.@en