Chapter IV

Conclusion and Recommendations

This chapter presents the conclusion derived and recommendations being
forwarded.
Conclusion
Based on the findings, it is concluded that the use of socio-scientific issues (SSI)based instruction could potentially reinforce students informal reasoning ability. With the
use of local socio-scientific issues as context of activities, students were able to merge
knowledge of the issues, scientific understanding and problem solving ability to provide
valid reasons for given situations.
Recommendations
In view of the findings of this action research, the following are hereby advanced:
1. Socio-scientific issues (SSI) - based instruction should be employed by
teachers in developing related science lessons.
2. Various strategies that promote informal reasoning among students should be
encouraged among pre-service and in-service teachers.
3. Every science lesson should be planned by using an appropriate SSI as a
context.

4. Curriculum developers are encouraged to explore the possibilities of

designing,
instruction.

validating

and

commercializing

materials

on

SSI-based

5. Structure should be observed when using SSI as a form of developing

informal reasoning ability among students.
6. Community stakeholders could be tapped as resource persons in the
identification of local SSIs. In doing so, a school-community partnership
could be established.
7. Future educational researchers could potentially investigate the effect of SSIbased instruction on students informal reasoning ability using appropriate
quantitative research designs. Other potential topics for empirical
investigation include teachers or students perception on the use of SSI; SSIbased instruction and problem solving; and argumentation as a context for
informal reasoning in science.

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