Socio-Scientific Issues-Driven STEM Project-Based Learning: Synergistic Development of Scientific Argumentation Skills and Cross-Cultural Scientific Literacy/Projektno učenje u STEM područjima temeljeno na socioznanstvenim temama: sinergijski razvoj vještina znanstvene argumentacije i međukulturalne znanstvene pismenosti
DOI:
https://doi.org/10.15516/cje.v28i2.41630Keywords:
Ethical Sensitivity, Culturally Responsive Pedagogy, Quasi-experimental Design, Integration Competence, Global ResponsibilityAbstract
Abstract
This study explores a Socioscientific Issues (SSI)-driven Project-Based Learning (PBL) model to bridge the gap between scientific and humanistic-social literacy in STEM education. Using a quasi-experimental design, twelve STEM classes were divided into the experimental (SSI-PBL) and the control (traditional instruction) group. The results show that the experimental group significantly improved in scientific argumentation (ES = 1.32 for structured expression; ES = 0.87 for evidence use) and cross-cultural scientific literacy (e.g., +2.15 in multicultural perspectives, +1.83 in ethical sensitivity). Discourse analysis revealed an increase of 41% in cross-cultural references, with 82.6% of participants integrating diverse scientific viewpoints. The study proposes the Culturally Responsive Scientific Argumentation (CRSA) model, advocating for SSI integration in STEM curricula to foster scientific reasoning, cultural inclusivity, and global responsibility.
Key words: Ethical Sensitivity; Culturally Responsive Pedagogy; Quasi-experimental Design; Integration Competence; Global Responsibility
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Sažetak
U ovome se istraživanju istražuje model projektnoga učenja (PBL) temeljen na socioznanstvenim temama kako bi se premostio jaz između znanstvene i humanističko-društvene pismenosti u obrazovanju u STEM područjima. Primjenom kvazieksperimentalnih nacrta istraživanja, dvanaest razreda u kojima se uče teme iz STEM područja podijeljeno je u eksperimentalnu (primjena projektnoga učenja temeljenoga na socioznanstvenim temama) i kontrolnu (tradicionalni oblik nastave) skupinu. Rezultati pokazuju da je eksperimentalna skupina značajno unaprijedila vještine znanstvene argumentacije (ES = 1,32 za strukturirano izražavanje; ES = 0,87 za korištenje dokaza) i međukulturalnu znanstvenu pismenost (npr. +2,15 u multikulturalnim perspektivama, +1,83 u etičkoj osjetljivosti). Analiza diskursa pokazala je povećanje od 41 % u međukulturalnim referencama, s 82,6 % ispitanika koji su integrirali različita znanstvena gledišta. U istraživanju se predlaže Model kulturološki responzivne znanstvene argumentacije koja podrazumijeva uvođenje socioznanstvenih tema u STEM kurikule kako bi se razvijao znanstveni način razmišljanja, kulturološka inkluzivnost i globalna odgovornost.
Ključne riječi: etička osjetljivost; globalna odgovornost; integracijske kompetencije; kulturološki responzivna pedagogija; kvazieksperimentalni nacrt istraživanja
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Copyright (c) 2026 Li Wan (Author)
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© Author(s) 2026
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). https://creativecommons.org/licenses/by-nc/4.0/
