Socioscientific Issues in Elementary Science Education: A Systematic Literature Review
DOI:
10.29303/jppipa.v12i11.15548Published:
2026-11-05Downloads
Abstract
The socioscientific issues (SSI) approach is increasingly recognized as a vital framework for fostering scientific literacy and critical thinking in elementary science education. This study systematically reviews empirical research on SSI implementation in primary schools published between 2015 and 2025. Following the PRISMA guidelines, a comprehensive literature search across ScienceDirect, Scopus, and Publish or Perish yielded 36 eligible studies for qualitative synthesis. The findings reveal that Problem-Based and Inquiry-Based Learning are the predominant pedagogical strategies, significantly enhancing students' scientific argumentation, critical thinking, and moral reasoning when supported by age-appropriate scaffolding. However, successful classroom implementation is frequently hindered by persistent challenges, notably inadequate teacher preparedness, rigid curriculum time constraints, and high cognitive loads for young learners. Ultimately, while the SSI framework offers profound cognitive and affective benefits, maximizing its potential requires targeted professional development for educators. Furthermore, future research must shift toward longitudinal, mixed-methods designs to deeply capture the sustained impact of SSI on students' socio-scientific reasoning over time
Keywords:
Elementary science education Scientific literacy Socioscientific issues Socioscientific reasoning Systematic literature reviewReferences
Anjani, A. D., Fatmawati, M. I., Muthi, Z., Permatasari, O., Marginingsih, S., & Muhtarom, T. (2025). Berbasis Riset pada Sekolah Alam PKBM Salam: Potensi Siswa Sesuai dengan Norma yang Berlaku. Indo-MathEdu Intellectuals Journal, 6(1), 409–416.
Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: defending and extending “science-in-context.” Cultural Studies of Science Education 2020 15:3, 15(3), 825–851. https://doi.org/10.1007/S11422-019-09962-7
Brennan, L. M., Shelleby, E. C., Shaw, D. S., Gardner, F., Dishion, T. J., & Wilson, M. (2013). Indirect effects of the Family Check-Up on school-age academic achievement through improvements in parenting in early childhood. Journal of Educational Psychology, 105(3), 762–773. https://doi.org/10.1037/A0032096
Broderick, N. (2022). The Development of Primary School Students’ Argumentation Skills Through Socioscientific Issues.
Calderon Martinez, E., Ghattas Hasbun, P. E., Salolin Vargas, V. P., García-González, O. Y., Fermin Madera, M. D., Rueda Capistrán, D. E., Campos Carmona, T., Sanchez Cruz, C., & Teran Hooper, C. (2025). A comprehensive guide to conduct a systematic review and meta-analysis in medical research. Medicine, 104(33), e41868. https://doi.org/10.1097/MD.0000000000041868
Çalık, M., & Wiyarsi, A. (2020). A Systematic Review of the Research Papers on Chemistry-Focused Socio-Scientific Issues. Journal of Baltic Science Education, 20(3), 360–372.
Dusturi, N., Nurohman, S., & Wilujeng, I. (2024). Socio-Scientific Issues (SSI) Approach Implementation in Science Learning to Improve Students’ Critical Thinking Skills: Systematic Literature Review. Jurnal Penelitian Pendidikan IPA, 10(3), 149–157. https://doi.org/10.29303/jppipa.v10i3.6012
Eddy, S. L. (2023). Recent Research in Science Teaching and Learning. CBE Life Sciences Education, 22(4), fe3. https://doi.org/10.1187/CBE.23-08-0162
Evagorou, M. (2015). Elementary School Students’ Emotions When Exploring an Authentic Socio-Scientific Issue Through the Use of Models. Research in Science Education, 26(2), 240–259.
Georgiou, Y., & Kyza, E. A. (2023). Fostering Chemistry Students’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL). Sustainability 2023, Vol. 15, Page 6442, 15(8), 6442. https://doi.org/10.3390/SU15086442
Gusenbauer, M., & Gauster, S. P. (2025). How to search for literature in systematic reviews and meta-analyses: A comprehensive step-by-step guide. Technological Forecasting and Social Change, 212, 123833. https://doi.org/10.1016/J.TECHFORE.2024.123833
Habsari, A. F., Sumarni, W., Widiarti, N., & Subali, B. (2026). Systematic Literature Review: Technology-Based and Contextual Science Literacy in Elementary School Science Education. Journal of Science Education Research, 10(1), 26–37. https://doi.org/10.21831/JSER.V10I1.91249
Hestiana, & Rosana, D. (2020). The Effect of Problem Based Learning Based Sosio-Scientific Issues on Scientific Literacy and Problem-Solving Skills of Junior High School Students. Journal of Science Education Research, 4(1), 15–21.
Jia, S., & Ren, S. (2025). The Significance of Science Content Knowledge for Socioscientific Reasoning Competency: Evidence from SSI Instruction on Environmental Topics Based on the SIMBL Model. Science & Education 2025 34:6, 34(6), 4717–4739. https://doi.org/10.1007/S11191-025-00645-0
Johnson, J., Macalalag, A. Z., & Dunphy, J. (2020). Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation. Disciplinary and Interdisciplinary Science Education Research 2020 2:1, 2(1), 9-. https://doi.org/10.1186/S43031-020-00026-3
Karakas, H., & Eyceyurt, E. T. G. (2022). Turkish Pre-Service Primary Teachers’ Decisions on Various Socioscientific Issues. Educational Policy Analysis and Strategic Research, 17, 0–2. https://doi.org/10.29329/epasr.2022.478.9
Khusmawardani, E. (2022). Impact of Explicit Scientific Inquiry Instruction Hybrid Mode with Socioscientific Issue Context on Students’. Journal of Chemistry Education Research, 6(2), 131–137.
Lymbouridou, C. (2025). Science for ethics in SSI discussions. Cultural Studies of Science Education 2025 20:3, 20(3), 389–429. https://doi.org/10.1007/S11422-025-10258-2
Mena-Guacas, A. F., López-Catalán, L., Bernal-Bravo, C., & Ballesteros-Regaña, C. (2025). Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning. Education Sciences 2025, Vol. 15, Page 368, 15(3), 368. https://doi.org/10.3390/EDUCSCI15030368
Ozden, M. (2020). The Effect of Socio-Scientific Issues Based Learning on Academic Achievement and Attitude Towards Science. Eurasian Journal of Educational Research, 86, 61–84. https://doi.org/10.14689/ejer.2020.86.4
Pessoa, P., de Lima, J., Piacentini, V., Realdon, G., Jeffries, A., Ometto, L., Lopes, J. B., Zeidler, D. L., Fonseca, M. J., Sousa, B., Pinto, A., & Sá-Pinto, X. (2025). A framework to identify opportunities to address socioscientific issues in the elementary school curricula: A case study from England, Italy, and Portugal. PLOS One, 20(3), e0308901. https://doi.org/10.1371/JOURNAL.PONE.0308901
Putu, L., Dewi, S., Redhana, I. W., & Tika, I. N. (2025). The Effect of Socio-Scientific Issue-Based Learning on Students’ Argumentation Skills in Science Education: A Meta-Analysis. Jurnal Penelitian Pendidikan IPA, 11(10), 91–97. https://doi.org/10.29303/jppipa.v11i10.12094
Qamariyah, S. N., Rahayu, S., Fajaroh, F., & Alsulami, N. M. (2021). The Effect of Implementation of Inquiry-Based Learning with Socio-Scientific Issues on Students’ Higher-Order Thinking Skills. Journal of Science Learning, 4(3), 210–218. https://doi.org/10.17509/jsl.v4i3.30863
Rahayu, I. D., Permanasari, A., & Heliawati, L. (2022). The Effectiveness of Socioscientific Issue-Based Petroleum Materials Integrated with The Elsmawar Website on Students’ Scientific Literacy. Journal of Innovation in Educational and Cultural Research, 3(2), 279–286. https://doi.org/10.46843/jiecr.v3i2.118
Ram, R. (2020). Engaging Young People in Science Education Through Socioscientific Issues of Biosecurity. New Zealand Science Teacher, 15(1), 22–37. https://doi.org/10.1080/1177083X.2019.1637908
Remmers, H. (2020). Providing Help. Aging and Care. 191–204. https://doi.org/10.1007/978-3-030-25097-3_13/SAVE-RESEARCH
Schenk, L., Hamza, K., Arvanitis, L., Lundegård, I., Wojcik, A., & Haglund, K. (2021). Socioscientific Issues in Science Education: An Opportunity to Incorporate Education about Risk and Risk Analysis? Risk Analysis, 41(12), 2209–2219. https://doi.org/10.1111/risa.13737
Shoba, M. T., Hardianti, R. D., & Pamelasari, S. D. (2023). Penerapan Pendekatan Socio-Scientific Issue (SSI) Berbantuan Modul Elektronik Terhadap Kemampuan Berpikir Kritis Siswa. 571–579.
Syaflita, D., Nahadi, & Anwar, S. (2023). Tinjauan Epistimologi dan Aksiologi Terhadap Pembelajaran Berorientasi Isu Sosiosaintifik Melalui Narrative Review. Jernal Kepemimpinan Dan Kepengurusan Sekolah, 8(4), 282–289.
Timmis, K., Baquero, F., Lal, R., Amorim, L. R. P., Nikel, P. I., Kaur, J., Sood, U., Lata, P., Singh, S., Robinson, J. M., Chavarria, M., Verstraete, W., Bernal, P., Banciu, H., Steward, K., Frey, J., Danchin, A., Karnkowska, A., Kotsyurbenko, O., … Ramos, J. L. (2025). Scientists’ Warning to Humanity: The Need to Begin Teaching Critical and Systems Thinking Early in Life. Microbial Biotechnology, 18(12), e70270. https://doi.org/10.1111/1751-7915.70270;ISSUE:ISSUE:DOI
Tsalsabillah, C., & Wulandari, F. (2025). ELSE (Elementary School Education Journal): Pengaruh Persepsi Siswa dalam Pembelajaran Socio-Scientific Issues Terhadap Hasil Belajar Siswa Sekolah Dasar. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 9(1), 156. https://journal.um-surabaya.ac.id/index.php/pgsd
Vílchez, V., Cascarosa, E., & Morris, D. L. (2025). Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction. Education Sciences 2025, Vol. 15, Page 73, 15(1), 73. https://doi.org/10.3390/EDUCSCI15010073
Zamiri, M., & Esmaeili, A. (2024). Strategies, Methods, and Supports for Developing Skills within Learning Communities: A Systematic Review of the Literature. Administrative Sciences 2024, Vol. 14, Page 231, 14(9), 231. https://doi.org/10.3390/ADMSCI14090231
Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New Directions in Socioscientific Issues Research.
Zulaika, A., Erlina, & Sahputra, R. (2022). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Isu Sosiosaintifik Terhadap Hasil Belajar Siswa. Jurnal Pendidikan MIPA, 12(1), 1–7.
License
Copyright (c) 2026 Hairunnisa, Na'imah, Ahmad Arifi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
