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Published Instituto
Tecnológico Superior Corporativo Edwards Deming. Quito - Ecuador Frequency July - September Vol. 1, No. 30, 2026 pp. 20-35 http://centrosuragraria.com/index.php/revista Dates of receipt Received: Febrary 02, 2026 Approved: April 15, 2026 Corresponding author gsoto@deming.edu.ec Creative Commons License Creative Commons License,
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Grisel de la Concepción Soto Grau
Master’s Degree, Edwards
Deming Corporate University Technological Institute, gsoto@deming.edu.ec,
https://orcid.org/0009-0001-4000-2989
Keywords: socio-scientific issues, critical thinking, science
education, teaching strategies, science education.
Resumen: El
presente estudio analiza el uso de los problemas socio-científicos como
estrategia para el desarrollo del pensamiento crítico en la enseñanza de las
ciencias naturales. El objetivo de la investigación fue identificar la
percepción y las prácticas docentes respecto a la integración de este enfoque
en el aula. La investigación se desarrolló bajo un enfoque metodológico mixto,
que combinó la revisión bibliográfica sobre el tema con la aplicación de una
encuesta a 22 docentes del Instituto Superior Tecnológico Universitario
Corporativo Edwards Deming (ISTUCED). Los resultados evidencian que la mayoría
de los docentes utiliza problemas socio-científicos en sus clases,
principalmente durante el desarrollo de los contenidos y a través de
estrategias como el análisis de casos y los debates en el aula. Asimismo, los
docentes consideran que su uso favorece el desarrollo del pensamiento crítico,
además de relacionar el conocimiento científico con situaciones reales y
promover la toma de decisiones informadas. Entre las habilidades que se
desarrollan se destacan la argumentación científica, el análisis de información
y la toma de decisiones fundamentadas. No obstante, también se identifican
dificultades relacionadas con la falta de formación docente y el tiempo limitado
dentro del currículo. En conclusión, los problemas socio-científicos
constituyen una estrategia didáctica relevante para promover una enseñanza de
las ciencias más contextualizada y reflexiva.
Palabras clave: problemas socio-científicos, pensamiento crítico,
enseñanza de las ciencias, estrategias
didácticas, educación científica.
Introduction
Rote and decontextualized learning is a common problem in science
education; many authors point out that scientific concepts are often taught as
empty labels, without connecting them to real-world phenomena or the actions
that underpin them. Today, education faces the challenge of preparing students
to understand and analyze the problems affecting contemporary society. We are
educating a generation of students who constantly ask themselves: Why do I need
this information? Where do I apply it in my daily life? What impact will it
have on my development? Therefore, teachers cannot limit themselves to being
passive conveyors of knowledge that students can obviously acquire online, just
a click away; their main challenge is to link academic content to the surrounding
reality and to scientific advances, and to promote the development of skills
that enable students to interpret scientific information, make informed
decisions, and participate responsibly in social debates related to science,
According
Based on this assertion, it is essential that classroom instruction be
linked—without exception—to the real-world context of the community. It is
imperative to foster critical thinking and engage students in what truly
matters: humanity, its present, and its future.
In this context, the development of critical thinking has become one of
the fundamental goals of education. This skill enables students to analyze
information, evaluate evidence, question arguments, and draw well-founded
conclusions.
One of the teaching strategies that has gained momentum in science
education is the use of socio-scientific problems, which refer to real-world
situations that involve scientific knowledge and, at the same time, have
social, ethical, political, or environmental implications. Examples of these
problems include climate change, deforestation, biodiversity loss, genetically
modified organisms, and environmental pollution, among others. Incorporating
these types of problems into the classroom allows for the contextualization of
scientific learning and fosters critical reflection among students, promoting
argumentation, evidence analysis, and informed decision-making.
In this regard, the objective of this article is to analyze the use of
socio-scientific problems as a pedagogical strategy for developing critical
thinking in the teaching of the natural sciences.
To explore this topic in greater depth, we will trace the history of
science education back to its origins, which stem from the human need to
understand the surrounding environment. Over time, the empirical knowledge of
ancient civilizations evolved into theoretical systems, particularly during
Ancient Greece. Later, between the 16th and 18th centuries, modern science and
its formal teaching began to take shape, shifting from traditional methods to
experimental approaches and, in more recent times, to inquiry-based models in
which students take on a leading role.
Take, for example, the teaching of biology as a science, which dates
back to the early 19th century and was centered on direct observation, the
classification of plants and animals, and knowledge of natural medicines, with
a strong influence from Aristotle. In 1802, Jean-Baptiste Lamarck and Gottfried
R. Treviranus popularized the term “biology.” Its teaching drew upon cell
theory (Schleiden and Schwann) and Darwin’s theory of evolution by natural
selection (1859), shifting its focus. Key authors highlight the transition from
separate botany and zoology to a unified biology, integrating evolutionary,
cellular, and genetic theories to foster critical thinking and an understanding
of life in context. For example,
Similarly, in the history of physics education, we find the same
pattern: it has undergone a significant evolution from its roots in the natural
philosophy of ancient Greece—represented by thinkers such as Aristotle—and the
contributions to mechanics made by Archimedes, to contemporary approaches
grounded in experimentation. Over time, it shifted from geocentric conceptions
of the universe to heliocentric models championed by scientists such as
Copernicus and Galileo, subsequently consolidating with the development of
classical mechanics and, later, with the advances in modern physics led by
Einstein. In light of the imminent changes in the current landscape,
The limitations of traditional teaching models show that the
transmission of content alone does not guarantee a deep understanding of
phenomena or the ability to apply scientific knowledge in everyday life. For
this reason, contemporary science education has begun to prioritize the
development of cognitive skills that enable students to interpret information,
evaluate evidence, and participate in an informed manner in scientific and
social debates. Among these competencies, critical thinking plays a central
role, as it is an essential tool for understanding science, questioning claims,
and making informed decisions. Consequently, it is necessary to define what is
meant by critical thinking and how it can be developed within science
education.
What is critical thinking?
Critical thinking is a skill that enables individuals to analyze
information thoughtfully, evaluate arguments, and make evidence-based
decisions. In science education, this skill is fundamental for students to
interpret information and understand the problems affecting the world today.
Science education is the pedagogical means to achieve scientific literacy,
empowering citizens to understand the natural world, make informed decisions,
and develop critical thinking skills when faced with socio-scientific problems.
According to the Organization for Economic Cooperation and Development
(OECD): “Scientific literacy involves actively participating in informed
debates about science, sustainability, and technology to guide decision-making
and action. This requires the ability to explain phenomena scientifically,
design and evaluate scientific research, and critically investigate and
interpret data and evidence.”
Critical Thinking in the Teaching of Natural Sciences
In 2002, SanMartí addressed the fundamental problem in science
education: how to teach science in a meaningful way—that is, how to promote a
scientific culture developed over centuries that can be understood by the
general public. This involves answering questions such as: What should be
taught? How should it be taught? When should it be taught? And how should the
results be assessed? In his book Science Pedagogy in Secondary
Socio-scientific problems in science education
According “An education that prioritizes only the memorization of
concepts, without promoting scientific reasoning skills and attitudes, will
hardly meet the objectives of full scientific literacy.” Socio-scientific
problems are complex situations that involve scientific knowledge and also have
social and ethical implications. According to
Among the most commonly used socio-scientific problems in the teaching
of natural sciences are climate change, biodiversity loss, deforestation, the
use of genetically modified organisms, environmental pollution, the use of
pesticides, energy privatization, and species conservation. Analyzing these
topics helps students understand the relationship between science, society, and
the environment.
“Environmental education does not advocate for particular opinions or
procedures. Instead, it teaches individuals to weigh the different sides of an
issue through critical thinking and fosters their own problem-solving and
decision-making skills.”
Likewise, analyzing complex topics such as genetically modified
organisms or environmental pollution encourages students to review data,
identify biases, and distinguish between facts and opinions—but how do we
achieve this in our classrooms?
Teaching Strategies for Addressing Socio-Scientific Issues in Natural
Science Education
The incorporation of socio-scientific issues into the natural sciences
teaching process can be achieved through various teaching strategies that
encourage active student participation and critical analysis of reality. Among
the most commonly used strategies are scientific debate, case studies,
problem-based learning, and research projects, all of which allow students to
address real-world situations from a scientific and reflective perspective.
Scientific Debate
Scientific debate is a pedagogical tool that promotes the exchange of
ideas and reasoned argumentation among participants. In this regard,
Case Studies
Case studies are another strategy widely used in education and research.
According to
Problem-Based Learning
Problem-Based Learning (PBL) is a student-centered strategy in which a
problematic situation is presented that requires investigation and analysis. In
this process, students seek scientific information, compare different sources,
and develop proposals to address the problem at hand. Furthermore, PBL is
recognized as an educational strategy that, when carried out in a collaborative
context, stimulates individual creativity and the ability to solve problems
Research Projects
Research projects represent another teaching approach for addressing
socio-scientific issues in the classroom. Through this strategy, students
investigate environmental problems in their own surroundings, such as river
pollution or the decline in local biodiversity. These types of activities
foster a connection between scientific knowledge and the reality of the context
in which students live.
Taken together, these strategies help create more participatory learning
environments, where students not only acquire scientific knowledge but also
develop the cognitive, social, and critical-thinking skills necessary to
understand and address the challenges of today’s society.
Methodology
This
study was conducted using a mixed-methods approach, combining a literature
review with the collection and analysis of empirical data through a survey
administered to 22 ISTUCED teachers.
In
the first phase, a qualitative literature review was conducted. To this end,
scientific articles, books, and academic documents related to the teaching of
natural sciences, critical thinking, and the use of socio-scientific problems
in education were reviewed.
In
the second phase, a structured survey was administered to gather information on
teachers’ perceptions regarding the use of socio-scientific problems in natural
science learning and their influence on the development of critical thinking.
The instrument consisted of closed-ended questions designed to assess aspects
such as the analysis of scientific information, argumentation, decision-making,
and the relationship between science and society.
The
study population consisted of ISTUCED teachers who teach courses related to the
natural sciences. The sample was selected using non-probabilistic convenience
sampling, taking into account the accessibility of the participating group.
The
data obtained from the survey were processed using descriptive statistical
analysis. The results were presented in tables and graphs, which allowed for an
interpretation of the relationship between the use of socio-scientific problems
and the development of critical thinking in students.
Finally,
the results of the statistical analysis were compared with the information
obtained from the literature review, which allowed us to draw conclusions about
the relevance of this pedagogical strategy in the teaching of natural sciences.
Results
The results obtained for Question 1:
“How often do you use socio-scientific problems in your science classes?” show
that 50% of the teachers surveyed frequently use socio-scientific problems in
their classes, while 45.5% indicate that they use them sometimes. Meanwhile,
4.5% indicated that they use them rarely, and no respondent reported never
using them.
These results demonstrate that the
majority of teachers recognize and incorporate, to varying degrees,
socio-scientific problems into their teaching practice. The fact that 95.5% of
respondents use them at least occasionally suggests a positive trend toward
integrating this type of problem into the teaching of natural sciences. The
high proportion of teachers who use them frequently suggests that there is a
growing recognition of the educational value of socio-scientific problems as a
strategy to promote a more reflective, participatory, and contextualized
approach to science education.
Meanwhile, the data from Question
2—“What is the main purpose of using socio-scientific problems in science
education?”—show that 40.9% of the surveyed teachers believe the main purpose
is to develop critical thinking in students. Likewise, 22.7% of the participants
indicate that the objective is to relate scientific theory to real-world
situations, while another 22.7% state that the aim is to promote informed
decision-making regarding scientific and social issues. Meanwhile, 13.6% of the
teachers state that the main purpose is to foster scientific reasoning.
These results show that teachers
perceive the development of critical thinking as the central objective of using
socio-scientific problems in the teaching of natural sciences. This finding
aligns with current approaches to science education, which suggest that
discussing real-world problems with social, ethical, and environmental
implications fosters reflection, the analysis of evidence, and the construction
of well-founded arguments. Additionally, it suggests an understanding of
natural science education as a process oriented not only toward the acquisition
of knowledge but also toward the development of competencies for responsible
participation in society.
When analyzing the results of
Question 3: “What types of socio-scientific issues do you most frequently
address in your classes?”, the results show that biodiversity conservation is
the topic most frequently addressed by teachers, with 63.6% of the responses.
In second place is public health (vaccination, epidemics), selected by 27.3% of
the participants. To a lesser extent, teachers indicated that they cover topics
related to climate change, biotechnology, and genetically modified organisms,
each accounting for 4.5% of the responses.
These results suggest that teachers
tend to prioritize socio-scientific issues related to the environment and
health, possibly due to their high social relevance and their close connection
to the natural science curriculum. In particular, biodiversity conservation is
a widely used topic in the classroom, as it allows for the exploration of
ecological, ethical, and social aspects, in addition to promoting reflection on
the impact of human activities on ecosystems. Furthermore, addressing public
health issues reflects an interest in analyzing situations that have direct
implications for the daily lives of students and society, which facilitates
discussion, the analysis of scientific information, and the development of
well-founded positions.
When asked, “What teaching strategy
do you use most frequently when addressing socio-scientific issues?”, the
results show that case studies are the most commonly used strategy among
teachers, accounting for 54.5% of responses. In second place, classroom debates
are used by 27.3% of participants, while group work and the study of scientific
articles are used less frequently, at 9.1% each.
The results indicate that teachers
tend to prioritize teaching strategies focused on the analysis of concrete
situations, which is consistent with the nature of socio-scientific problems,
which are often presented as complex cases or scenarios requiring the
evaluation of evidence, the consideration of different perspectives, and
informed decision-making. Likewise, the prevalence of classroom debates as the
second most common strategy reflects the importance placed on opportunities for
discussion and argumentation—fundamental elements for the development of
critical thinking. Through the exchange of ideas, students can analyze
scientific information, compare different viewpoints, and construct
evidence-based arguments. Although to a lesser extent, collaborative work and
the analysis of scientific articles are also relevant strategies, as they
promote the interpretation of scientific information, collective discussion,
and the participatory construction of knowledge.
In response to the question, “Do you
believe that socio-scientific problems promote the development of critical
thinking in students?”, the results show a highly positive assessment by the
surveyed teachers. Specifically, 77.3% of participants believe that
socio-scientific problems greatly promote the development of critical thinking,
while 22.7% indicate that they promote it moderately. It is worth noting that
no teacher selected the options “a little” or “not at all,” reflecting a
general consensus on the educational potential of this approach.
These results demonstrate a broadly
favorable perception toward the incorporation of socio-scientific problems into
science education, as teachers recognize their contribution to strengthening
higher-order cognitive skills. Analyzing these types of problems involves
evaluating scientific information, considering different perspectives, and
constructing well-reasoned arguments—all of which are fundamental to the
development of critical thinking. This reinforces the idea that
socio-scientific problems constitute a relevant teaching tool for promoting
critical thinking and scientific literacy by linking scientific knowledge to
social situations that are relevant and close to students’ reality.
In the analysis of the results for
Question 6—“What skills do you observe being developed in students when
analyzing socio- scientific problems?”—the results show that the majority of
teachers (59.1%) believe that analyzing these types of problems contributes to
the simultaneous development of multiple skills, including scientific
argumentation, information analysis, and evidence-based decision-making.
Furthermore, 18.2% of participants specifically identify the development of
scientific reasoning as one of the main skills strengthened in students.
Similarly, another 18.2% note that informed decision-making is promoted, while
4.5% consider information analysis to be the primary skill developed.
These results suggest that
socio-scientific problems promote the integrated development of various
cognitive competencies related to critical thinking. In particular, the
analysis of scientific issues with social implications requires students to
interpret scientific information, evaluate evidence, construct arguments, and
make decisions based on well-founded criteria.
Question 7 asks: “What difficulties
do you encounter when integrating socio-scientific problems into the science
classes you teach?” The responses from the interviewed teachers show that the
main difficulties identified by teachers are related to a lack of teacher
training on the subject and low student interest, each accounting for 31.8% of
the responses. Second, 27.3% of the participants cited a lack of time in the
curriculum as a limitation to incorporating socio-scientific issues into their
classes. Finally, 9.1% of the teachers indicated that a shortage of teaching
resources constitutes a difficulty when addressing these types of issues in the
classroom.
These results suggest that the
barriers to implementing socio-scientific problems in science education are
primarily related to instructional and motivational factors, rather than to the
availability of materials or resources. The perception of low student interest
may be linked to the way these issues are presented or addressed in the
classroom, highlighting the importance of designing pedagogical strategies that
connect scientific content to situations relevant to students’ real lives. A
lack of time within the curriculum also emerges as a significant factor,
highlighting the challenges teachers face when attempting to integrate
innovative pedagogical approaches into structured educational programs. Taken
together, these results highlight the need to strengthen teacher training and
promote teaching strategies that facilitate the integration of socio-scientific
problems into science education, in order to harness their potential for
developing critical thinking and scientific literacy among students.
When asked, “At what point in the
teaching process do you typically integrate socio-scientific problems?”, the
majority of teachers (54.5%) indicated that they incorporate them while
covering the lesson content, suggesting that they are used primarily as part of
the process of constructing and deepening scientific knowledge. Likewise, 31.8%
of respondents indicated that they use them as an activity for analysis or
debate, which demonstrates their use as a strategy to promote discussion,
reflection, and argumentation regarding scientific issues with social
implications. On the other hand, 13.6% of teachers indicated that they use them
for assessment or as a final reflection on the learning process. It is worth
noting that no participant selected the option of using them at the beginning
of class as a motivational strategy, which could indicate that their
integration is geared more toward the analysis and in-depth exploration of
scientific content, as well as toward critical reflection following the development
of the topic.
Taken together, these results show
that socio-scientific problems are primarily integrated during the central
stages of the teaching-learning process, where they can facilitate the analysis
of information, the discussion of different perspectives, and the construction
of well-founded arguments. In this way, their incorporation helps promote
reflective and critical thinking among students, strengthening a more
contextualized and participatory approach to science education.
In response to the question: “How
well-prepared do you think teachers are to address socio-scientific problems in
the classroom?”, half of the respondents (50%) believe that teachers are poorly
prepared to address this type of issue in the classroom. On the other hand,
40.9% of participants indicated that teachers are moderately prepared, while
only 4.5% believe they are very well prepared. Similarly, 4.5% of respondents
believe that teachers are not at all prepared to address socio-scientific
issues in science education.
These results reveal a general
perception of limited preparedness among teachers to integrate socio-scientific
issues into their teaching practice. Although a significant proportion believes
there is a moderate level of preparedness, the fact that the majority perceives
this preparedness as insufficient suggests the need to strengthen teacher
training programs in instructional strategies focused on analyzing scientific
issues with social implications. Furthermore, these findings align with the
difficulties highlighted in previous questions regarding the lack of teacher
training on this topic, reinforcing the idea that the effective implementation
of socio-scientific issues in the classroom requires additional training,
pedagogical updates, and access to specific teaching guidelines. In this
regard, the results highlight the importance of promoting continuing education
programs and opportunities for professional development for teachers, which
enable educators to acquire methodological tools to effectively integrate
socio-scientific problems into science instruction and, in this way, foster the
development of critical thinking in students.
The final question in the survey
asks: “Based on your experience, does the use of socio-scientific problems in
science education primarily contribute to…?” The majority of teachers (68.2%)
believe that their use contributes simultaneously to several aspects of
learning, including understanding scientific content, the relationship between
science and society, and the development of critical thinking in students.
Likewise, 18.2% of participants indicated that the main contribution is linking
science to society, which demonstrates recognition of the value of these
problems in contextualizing scientific knowledge and analyzing its social
implications. On the other hand, 13.6% of teachers indicated that the main
contribution is the development of critical thinking in students. It is worth
noting that no participant selected the option “better understanding of
scientific content” as the sole contribution, suggesting that teachers perceive
the use of socio-scientific problems as a comprehensive pedagogical strategy that
goes beyond the simple transmission of content, fostering more contextualized
and reflective learning.
Taken together, these results show
that teachers recognize the educational potential of socio-scientific problems
to promote science education that is more closely connected to social reality,
as well as to foster complex cognitive skills, such as critical analysis,
argumentation, and informed decision-making. Thus, their incorporation into the
classroom helps strengthen scientific literacy and the development of citizens
capable of understanding and critically analyzing the scientific and
technological challenges of contemporary society.
Conclusions
The research findings show that
socio-scientific problems constitute a relevant teaching strategy for promoting
the development of critical thinking in the teaching of natural sciences. Most
of the teachers surveyed acknowledge that analyzing these types of problems
allows students to reflect on real-world situations related to science,
society, and the environment.
The data obtained show that teachers
use socio-scientific problems relatively frequently in their classes, primarily
when covering content and through strategies such as case studies and classroom
debates. These pedagogical practices foster information analysis, scientific
reasoning, and informed decision-making—skills that are fundamental to the
development of critical thinking.
Furthermore, the results indicate
that teachers perceive the use of socio-scientific problems as simultaneously
contributing to students’ understanding of scientific content, their
understanding of the relationship between science and society, and the strengthening
of critical thinking. This demonstrates that their implementation enables a
more contextualized and meaningful science education.
However, the study also identifies
limitations to their integration into the classroom, notably the lack of
teacher training in addressing these types of issues, limited time within the
curriculum, and, in some cases, the perception of low student interest. These
aspects highlight the need to strengthen teacher training processes and promote
pedagogical strategies that facilitate the incorporation of this approach into
science education.
In summary, the results lead to the
conclusion that incorporating socio-scientific problems into science education
fosters the development of critical thinking, scientific reasoning, and
informed decision-making, thereby contributing to the development of students
capable of understanding and analyzing the scientific and social challenges of
the contemporary world.
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