Socioscientific Issues-based Instruction: An Investigation of Agriscience Students’ Content Knowledge based on Student Variables

Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat into the nation’s food supply, taking into account students’ grade level, socioeconomic status (SES), and experiences in agricultural education. Results indicated that students improved their content knowledge scores from pretest to posttest both proximally and distally; however, the degree of improvement varied based on grade level, SES, number of completed agriculture classes, and FFA involvement.