Teaching “Global Warming” through Socioscientific issues-based Instruction

This study aims to investigate effective teaching criterion through socioscientific issues-based instruction “Global warming” at 80/80, to find out effectiveness index of socioscientific issues-based instruction, to compare analytical thinking between before and after students had learned by socioscientific issues-based learning activities, and to study learning satisfaction of fifth grade students after they had learned through socioscientific issues-based instruction. Participants of the study were 24 fifth grade students. Research instruments comprised of 9 lesson plans, 20-item achievement test, 20-item analytical thinking test, and 10-item questionnaire on learning satisfaction. Data were gathered and analyzed by dependent t-test. Results revealed that socioscientific issues-based instruction had effective teaching criterion at 85.38/81.25; effectiveness index of socisocientific issues-based instruction was 0.6959; post test score of analytical thinking higher than those pre test score at .05 statistical significance level; and students had learning satisfaction on socioscientific issues-based learning activities at highest level. This study can be showed that socioscientific issues-based instruction helps students reach to the nature of science. Also, it can promote individuals’ development in terms of both cognitive, analytical thinking, and learning satisfaction.