The ‘Sanitization’ of Science Education: Connecting Theory and Practice of Socioscientific Issues in Elementary Science Classrooms

This study examines the disconnect between the theory and practice of teaching socioscientific issues (SSI) and the realities of primary science classrooms (grades one to three). An exploratory sequential mixed design (QUAN-QUAL) was employed. Primary educators (grades one to three) (N = 41) from a school board in Ontario, Canada, were surveyed, promptly followed by a subpopulation of volunteers (n = 10) who completed a semi-structured interview. Questions from both instruments inquired about participants’ perspectives on SSI, their understanding of child development by way of teaching and learning, and the ethical implications of not introducing complex, real-world science-based issues to young students. Quantitative data were analyzed using both descriptive and inferential statistical strategies, while qualitative data underwent a thematic analysis via inductive and deductive coding. The findings indicated that primary educators hold a developmental bias against young students based on their assumed cognitive and socioemotional skills. This has resulted in participants being hesitant to present SSI to their students, often avoiding them entirely. Additionally, participants raised novel challenges surrounding students’ assumed developmental barriers, parenting practices, a lack of primary-oriented pedagogical resources, and non-educational factors that significantly influenced their willingness and perceived ability to introduce SSI. Furthermore, there was some contention amongst participants regarding the ethical implications of what is and is not taught to children, with the consensus being uncertain. The implications of this study speak to the need for further inquiry regarding why teachers hold these views of students, the impact of including the SSI theoretical framework in primary preservice teacher education, and the necessity for developmental theory to reflect current student generations as they influence curriculum and pedagogy accurately.

Name thesis:degree_name

Master of Education

Level thesis:degree_level

Master

Discipline thesis:degree_discipline

Faculty of Education

Department dc:contributor.department

Department of Graduate and Undergraduate Studies in Education

Grantor dc:publisher

Brock University

Year dc:date.issued

2025

Author dc:creator

• Emily Krushelnycky

• Science Education
• Child Development
• Socioscientific Issues
• Elementary Education

Statement dc:rights

• Attribution 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by/4.0/

Language dc:language.iso

eng

Handle dc:identifier.uri

https://hdl.handle.net/10464/19861

OAI identifier oai:identifier

oai:brocku.scholaris.ca:10464/19861