Irish secondary school science teachers' perspectives on addressing the COVID-19 crisis as socioscientific issues.

Abstract

Development of scientific literacy is a crucial aim of science education across the globe and research suggests that this can be realized through student exploration of socioscientific issues. While the COVID-19 crisis, emergency school closures and restrictions to in-class teaching, had negative impacts on teaching and on student learning and wellbeing, it also presents an opportunity to explore authentic socioscientific issues. This research explores teachers' perspectives on addressing the COVID-19 crisis as socioscientific issues in secondary science education. This qualitative study surveyed 266 Irish secondary school science teachers about their experiences during the COVID-19 crisis. Thematic analysis was used to identify the reasons why teachers did and did not address the COVID-19 crisis as SSI. These findings were triangulated with findings from follow-up interviews. The majority of teachers in this study addressed the COVID-19 crisis as SSI. The COVID-19 crisis was explored within the curriculum, through project work and research, and through classroom discussion. Teachers described four barriers to exploring the COVID-19 crisis with their students: The COVID-19 crisis was not part of the curriculum; The lack of F2F contact made judging students' reactions challenging; There was already too much focus on the COVID-19 crisis in everyday life and concerns over student wellbeing while discussing the sensitive topic of the COVID-19 crisis. Teachers noted that addressing the COVID-19 crisis led to benefits to student learning, health, wellbeing and hygiene.