REFEREED ARTICLE ABSTRACTS
D., Bencze, L., Curtis, S., & Zouda, M. (in press).
Practical suggestions for promoting science student
actions to overcome social and environmental harms.
School Science Review, .
article presents how a class of year 9 (13-14 years
old) students engaged in a Research-informed and
Negotiated Action (RiNA) science project to address
Socioscientific Issues (SSIs). The RiNA project was
informed by the ‘STEPWISE’ curriculum framework.
Evidence suggests that students benefited from
collaborative problem solving and developed
confidence and motivation, along with expertise, to
self-direct research-informed and negotiated actions
to address harms linked to fields of science and
technology. Students’ work was presented at a class
poster presentation event that took place at the end
of the school year.