Open AccessSocio-scientific Issues (SSI) in Chemistry Education: Enhancing Both Students’ Chemical Literacy & Transferable Skills
Author(s) -
Sri Rahayu
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1227/1/012008
Subject(s) - scientific literacy , economic shortage , context (archaeology) , chemistry education , chemistry , transferable skills analysis , literacy , engineering ethics , science education , mathematics education , political science , higher education , sociology , pedagogy , psychology , engineering , biology , government (linguistics) , paleontology , social psychology , linguistics , philosophy , enthusiasm , law
Chemistry education has tasks to guide students to be future employment within the field of science and enginerring and also to provide societies with many opportunity for chemistry-related career. However, there are some challenges faced by chemistry education, such as lack of transferable skills of chemistry graduates, education reform on the need for scientifically literate citizens and for reducing the shortage in participation and interest of young people in science and engineering. One possible way to solve such challenges is that we could use socio-scientific issues (SSI) as a context to be integrated in a chemistry instruction. Through socio-scientific issues related chemistry, both scientific literacy and transferrable skills could be enhanced. This paper discuss potency socio-scientific issues in developing the skills and how to incorporate it in the instruction.