Development of an Environmental Problem-Based Learning Model to Improve the Social-Scientific Reasoning of Prospective Chemistry Teachers

Abstract

This study aims to develop a valid, practical, and effective Environmental Problem-Based Learning (EPBL) model grounded in Socio-Scientific Reasoning (SSR) to enhance the socio-scientific thinking skills of prospective chemistry teachers. Using a Research and Development (R&D) approach with the ADDIE framework, the study designed and evaluated an SSR-based EPBL model integrating real-world environmental issues with reflective learning activities. The model focuses on strengthening key SSR dimensions, including issue complexity, multiple perspectives, continuity of inquiry, and skepticism of information. Results indicate that the SSR-based EPBL model significantly improves students’ SSR capabilities, with high levels of instrument validity and reliability. Student responses were highly positive, particularly regarding engagement with local environmental issues and the use of data-driven argumentation. Expert validation confirmed that the model's syntax, learning tools, and assessment components meet both scientific and pedagogical standards. This model contributes to the advancement of contextual learning based on SSR and offers an alternative strategy for 21st-century science teacher education. The adoption of this model is recommended for other courses and faculty training programs to support transformative scientific literacy.