This chapter makes a case for applying a socioscientific issues (SSI) approach to environmental education (EE). We present a model for SSI-based teaching and learning that can be used for the development and implementation of EE learning experiences. The model highlights the significance of design elements, teacher attributes, learner experiences, classroom environment, and peripheral influences. We present a description of and results from an experiential environmental issues course as a means of showcasing an implementation example of the model for SSI-based for teaching and learning. The course features contentious environmental issues from the Greater Yellowstone Area with a particular focus on the reintroduction of wolves. The chapter also presents evidence related to how framing this EE course with an SSI approach led to student development of competencies including conceptualizing scientific claims, balancing ethical and cultural considerations, negotiating unintended consequences of proposed solutions, and engaging in socioscientific discourses.
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↑ https://rd.springer.com/chapter/10.1007/978-3-319-67732-3_11