Controversy in class

The introduction of Twenty first century science¹  as a new GCSE examination has given greater prominence to the teaching of controversial socio-scientific issues in schools. However, there is relatively limited advice on how this approach can be best taught. What exactly do pupils need to know to be able to contribute effectively in discussions on socio-scientific issues and what are pupils going to learn? To provide greater clarity on the teaching and learning required in lessons involving socio-scientific issues, Ralph Levinson of the Institute of Education, London, has developed a useful model that provides a framework for teachers to use when teaching in this area.²