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In today’s global society, with science and technology advancing at a rapid pace, issues about biological topics are common. A typical standards-based high school or general college-level biology classroom naturally lends itself to teaching issue-oriented science. In an issue-oriented classroom, students analyze and discuss personal, societal, and global issues that require an application of relevant scientific evidence. Learning in the context of issues can help engage students in higher-order thinking skills that will help them to become the scientifically literate citizens needed in the current global community.
Lenz et al. (2012) studied this question.