Socioscientific Issues in Elementary Science Education: A Systematic Literature Review

The socioscientific issues (SSI) approach is increasingly recognized as a vital framework for fostering scientific literacy and critical thinking in elementary science education. This study systematically reviews empirical research on SSI implementation in primary schools published between 2015 and 2025. Following the PRISMA guidelines, a comprehensive literature search across ScienceDirect, Scopus, and Publish or Perish yielded 36 eligible studies for qualitative synthesis. The findings reveal that Problem-Based and Inquiry-Based Learning are the predominant pedagogical strategies, significantly enhancing students' scientific argumentation, critical thinking, and moral reasoning when supported by age-appropriate scaffolding. However, successful classroom implementation is frequently hindered by persistent challenges, notably inadequate teacher preparedness, rigid curriculum time constraints, and high cognitive loads for young learners. Ultimately, while the SSI framework offers profound cognitive and affective benefits, maximizing its potential requires targeted professional development for educators. Furthermore, future research must shift toward longitudinal, mixed-methods designs to deeply capture the sustained impact of SSI on students' socio-scientific reasoning over time