This paper reflects the theory and practice of societal-oriented science education in the past and present of German science teaching. Starting from a quite unique German justification for more thorough societal-oriented science education and some historical reflections a model for socio-scientific issues-based science teaching will be presented. The model was developed and operated in the last ten years in Germany along many cases of curriculum design and classroom-based research. Along selected cases it will be discussed how the curriculum design and action research triggered innovation process contributes to theory development in the field of socio-scientific issues-based science education.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 4, 285-296
Publication date: 15 Dec 2014
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