Situated learning in science education: socio‐scientific issues as contexts for practice

This paper presents situated learning as a theoretical framework for conceptualising new ways to approach science education. Key constructs associated with this framework, including communities of practice, Discourse and identity, are introduced. I advance an argument to develop classroom communities of practice based on engaged citizenship relative to the negotiation of socio‐scientific issues (SSI). The aim of this approach would be student development of practices and dispositions that better prepare them for active participation in society, particularly in the context of science‐related social issues. Extant literature regarding the effects of SSI interventions is reviewed and synthesised to explore the…