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In an attempt to bridge scientific knowledge and social responsibility, an issues‐based approach to learning in science, technology and society (STS) education was adopted by a classroom teacher in concert with a science center. This school and nonschool focus on a socioscientific issue (mining) provides a rich context from which students and teachers can explore the multiple perspectives and complexities of controversy. In particular, the case study examines (a) how fifth‐ and sixth‐grade students interpret and reason through a controversial socioscientific issue (mining in this context), and (b) how school and nonschool environments can provide a supportive forum for dialogue and decision making around a contextualized issue. This research supports the claim that it is important for young children to develop skills of natural inquiry, critical thinking, and decision making about science and technology and the links to the world they encounter at an early age in their education.
Erminia Pedretti (Thu,) studied this question.