Designing a module for supporting secondary biology students’ morality through socioscientific issues in the human-nature context

In addressing contemporary socio-ecological challenges it is imperative to engage individuals with the moral dilemmas in the human-nature context. A socioscientific-issues (SSI) approach to secondary biology education can contribute to engaging students in moral dilemmas and reflecting on their values. Following a design research methodology, we aimed to: (1) develop a set of design principles of an intervention in Dutch upper secondary SSI biology education, aimed at supporting secondary biology students’ morality in the human-nature context; (2) concretise the design principles as a module. We describe the different phases of this study (orientation, design, and evaluation phase). The practical output of the study is a module, which was refined and improved during the design phase, and then implemented by two biology teachers. In this paper, we present an exemplary example of a lesson from the module. As theoretical output, we discuss the role of the design principles: nature of the dilemmas; Four Component Model of morality; group work; and ethical matrix. Based on experiences in classrooms, we provide recommendations for further research and practice.