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No Child Too Young

Research on the Socioscientific Issues (SSI) framework provides compelling evidence of its ability to provide contextualized science learning as preparation for informed citizenship. However, few SSI studies provide insight as to whether the pedagogical demands of SSI warrant modification or refinement when implemented with young children. Through this exploratory teacher research study, SSI units were developed and implemented in the teacher-researcher's first, second, and fourth grade science classrooms over a one-year period. Results suggest that while SSI provided a critical real-world context for science learning and student discourse, several developmentally-influenced challenges were evident including students' difficulties in shifting from emotional to cognitive bases of argumentation, unintended activation of student fears, confusion between real and imaginary scenarios, and uneven emotion regulation. Findings and recommendations provide a foundation for future research on curricular and pedagogical supports that can facilitate successful elementary SSI implementation.