Abstract
Debates have been going on regarding what the goals of science education are and how those goals could be achieved. Developing scientific literacy in learners has gained traction over the years among other goals. It has been documented that by engaging learners in socioscientific issues (SSIs) in the science classrooms learners acquire complex competencies and skills necessary for scientific literacy. Learners also get motivated to learn science and take up careers in science. The current paper reports findings from a qualitative case study which sought to determine pre-service teachers' conceptions of the integration of SSIs in Life Sciences teaching and learning. A total of 50 third year pre-service teachers enrolled for a Life Sciences methodology course at a South African University, were selected to participate. After covering a theme on SSIs in Life Sciences teaching and learning, the participants were asked to document their conceptions of SSIs and how argumentation could be used to teach SSIs in specific Life Sciences topics. Their submissions were subjected to content analysis. Two themes emerged: 1. Teachers' conceptions of the integration of specific SSIs when teaching controversial concepts in Life Sciences; and 2. Teachers' conceptions of argumentation as a suitable strategy in addressing SSIs in some Life Sciences topics. In addition to the previously found benefits of integrating SSIs such as developing learners' critical thinking skills, ability to make negotiations, and developing learners to make informed decisions, the pre-service teachers brought in a new angle. They showed how failure to teach SSIs could impact on the livelihood of humans as related to SSIs associated with the current COVID-19 pandemic and other diseases humans are grappling with such as cancer. Some brought in the role of SSIs in teaching the nature of science, an area neglected in many Life Sciences classrooms. Other participants mentioned how argumentation as a teaching strategy equips learners with life skills such as abilities to raise their opinions and stance in a world where most young people are failing to take criticism or challenges positively thereby resorting to suicide as an easy way out of challenging situations. The pre-service teachers' conceptions were based on real life experiences considering that they were also still young. There were some who did not conceptualise integrating SSIs in the positive manner as they argued that addressing such issues in the classroom would be intrusive. These findings have implications for both pre-and in-service teacher professional development.