**5. The SSC approach in the school**

their involvement, sometimes, with more than one institution, well this caused some difficulties" (IVPT). This constraint, compounded by the lack of time, means that the teacher also

*It's obvious that there are certain barriers to this approach, but it demands that the teachers make themselves available beyond their involvement with the school. It requires teachers to talk to their peers both* 

However, despite the existence of these constraints, it is clear, in what was said by the history teacher, for example, that: "[…] we integrate and I loved meeting up to plan and grade the projects and we grew together with others who have different points of view, because we also have to negotiate" (IT4). This situation of integration and discussion of the debate encourages

It should not be forgotten that there is turnover among the school's teaching staff, that is, new teachers are contracted who had not taken part in the discussions about the projects. Therefore, new teaching concepts should be expected and also that teachers will be contracted who do not have this understanding of what working with projects is or how it is

*Obviously, some people were not disposed, obviously they could not continue to work here because they were unable to work within this system. This is perfectly understandable, without detracting from, without considering that there is any lack of merit in these teachers' professional activity. They have to* 

In addition to the constraints reported above, issues related to paperwork and training also stand out in the interviews, such as, for example, personal issues, as illustrated in the following excerpt from the interview with the Portuguese language teacher: "I think that today the barriers are, on my part, overly optimistic expectations with relation to the presentation of

This constraint related to the expectations of a languages teacher was not observed in the transcripts from the humanities teacher. Here it is clear that when they are working with projects, the students tend to become more involved in the teamwork dynamic, which provides open-

*[…] when we do an integrated project, we automatically involve the students and the students integrate and the students get a feel for the school, they work within a different perspective in which evidently the subjects don't matter, but they do matter, you know? But there is a type of socialization, of knowledge between all of the teachers, and with the students, and it becomes clear that many things, for example, what it means to work in a team; I think that the students take this experience away with them, because they end up, respect for human beings, because they are discussed, they're not imposed, so I have to ac-*

As the Vice‐principal pointed out, when the theme is based on subjects that are more significant to the students, there is an observable increase in their involvement in the project.

*[…] the advantages are obvious, to the extent that the students were involved in executing these projects, and they became more relevant each time, as we managed to focus on subjects that were significant to the students, as well. So, to the extent that we improved or perfected these subjects, the students'* 

ings for exchange of ideas, which are sometimes different from the teacher's ideas.

*cept that, very often, it's not how I think, so it is an exercise in democracy. (IT14)*

*involvement with this is huge, in relation to this. (IVPT)*

needs to make more time available outside of the school.

88 Science Education - Research and New Technologies

*inside and outside of the school environment. (IVPT)*

done.

reflection within the group that is already working with projects.

*be respected, within their own concepts of education. (IVPT)*

projects; I always expect much more than the students produce" (IT13).

Within this universe of reflection about integrated projects and their relationship with the school, I consider that it is opportune to discuss SSC and consider the possible contributions that this approach can make to enhance the project teaching method.

Socioscientific controversies emerge from the social impacts of scientific and technological innovations that cause controversy in both the scientific community and society in general. I talked to the management team and to the teachers, attempting to understand the concepts that underpin their points of view with respect to SSC.

During the years that the school used projects, there were times when controversial subjects were covered, but this was not explicit. Approaching and dealing with SSC in the school context can encourage discussion of different points of view on the same subject and contribute to students' and teachers' moral development and to building their argument skills and can also contribute to an improved understanding of the scientific process as a whole.

#### **5.1. The constraints on and potentials of SSC**

The responses to the questionnaire and my conversations with the interviewees brought up certain constraints that are unfavorable to adoption of the SSC approach. Among these constraints, I highlight "Curricular planning and time" and also "Insecurity with discussion of the subject." It will be noted that the time available and the space dedicated by the school to discussion between teachers once more figure as constraints, because, as one teacher pointed out, it is important "[…] that we discuss this among the teachers, isn't it? And everyone thinks along the same lines, you know? I think it's a good idea for us to approach it as a group […]" (IT14) to plan the project. This particular excerpt underscores the concern that all the teachers should think along the same lines with relation to the controversy to be dealt with. For this reason, this constraint can be linked to insecurity with discussion, with epistemological reflection, and with the treatment needed for use in projects.

*[…] there are people who are in favor and people who are against, but that's it, the maturity, that the teacher's nakedness to, to be able to reach closure in each of these subjects, without giving his own opinion, agreeing or disagreeing, but then it is the adult's point of view, that has to end it. (IT13)*

The same teacher (T13) refers to the issue of neutrality in the discussion process "[…] because if the teacher also more or less sits on the fence, then he doesn't know and then the student realizes this, particularly adolescents, they will realize this […]" (IT13), thereby creating an obstacle to mediation of the subject being discussed.

*[…] the teacher has to be very adult and take this position, of an adult, he can't give an opinion that he agrees, disagrees, I accept, don't accept, that's not it, he has to play the role of someone who is mature for power, provide a compass, you know? I think that's the teacher's job. (IT13)*

Other constraints are related to "teaching materials and supporting materials," as seen in an excerpt from another teacher: "These controversies, sometimes, are not covered in the teaching materials" (I14). This element is also highlighted in articles and by researchers [13, 21, 23] who use the SSC approach.

Another of the constraints that was cited was "assessment," and there were no comments specifically related to learning during the interviews. I therefore conclude that this may be related to insecurity with dealing with the subject, since, when assessing a discussion of controversial subjects, the teacher cannot only consider one point of view to be correct.

When asked about the potentials of using the SSC approach in lessons, the teachers considered that they provide motivation for the students to seek information on current issues. Taking into consideration the concepts involved in dealing with controversies, one teacher (T1) answered a questionnaire item as follows: "I think that this approach is always motivating and provoking, because it drives me to seek more information and greater precision with relation to the concepts covered" (QT1\_5).

Other teachers stated that the controversies approach promotes better understanding of reality; as follows: "[…] it helps with development of critical reasoning and position‐taking, helping students to think like a citizen and see beyond appearances[…]" (QT3\_5), providing "[…] awareness of the facts and changes that are a part of learning […]" (QT4\_5) and, therefore, "[…] gives significance to the students' reality" (QT14\_5). A different point of view on potentials is revealed in another teacher's response: "It is important since they are who will continue scientific and technological develoxpment and presenting them with these controversies is a way of making them reflect so that in the future we can achieve better solutions than the current ones" (QT10\_5).

My understanding is that including SSC among the subjects of the projects run at the school is relevant, since it provides an opportunity to discuss controversial subjects in society. Nevertheless, this challenge should be accepted in an integrated manner across the curriculum and within organization of the subjects and not delegated to just one subject department, because of the complexity of the subjects involved and their didactic organization. The school's Vice‐principal responsible for teaching argues along the same lines:

*Nowadays, I don't think it is conceivable any longer to analyze any controversy from the point of view of just one subject. I think it would be almost impossible. Perhaps, in my view, it is almost impossible, or such an analysis would be very prejudiced, or it would not be sufficiently enriched to even merit analysis of its results because of the bias introduced by the concepts of a specific subject. (IVPT)*

This perspective is shared by teachers from the different subjects themselves.

*[…] that is exactly what the project is for, we identify certain issues which, after the curiosity, the asking of questions, these specific issues will be discussed with each student in the classroom, so perhaps, in Sociology they will discuss (one angle), and in History another, and in Geography they'll discuss another, I think it's more or less like that. (IT14)*

These contributions from the management team and the subject teachers show that some of the constraints are related both to planning the projects and to the way that SSCs are approached. Time is one of the most important elements to be considered in this context, followed by the challenge of directing discussions when there are differing positions on a given subject. Divergent points of view can arise among the group of teachers who are planning and organizing the project as well as among the students during lessons.

Despite these constraints, we can see that implementation of this approach in a school that is already methodologically committed to a perspective that values curricular integration appear to be appropriate and could potentialize this integration even further. The school understands that current issues that cause controversies should be dealt with through projects in several different subject areas, rather than be focused on just one branch of knowledge. In this chapter, I defend the claim that the SSC approach can potentialize this integration, not only by bringing the subjects together but also by encouraging wider curricular integration.
