Science and Society: Debating the Issues Shaping Our Worlds

Timetable

15 h of lectures

30 h of workshops

Module aim (aims)

The module aims to:

1. Develop students’ understanding of the relationship between science and society, including how scientific knowledge is produced, validated, and used in social, political, and economic contexts.
2. Strengthen students’ ability to critically evaluate scientific information encountered in media and public discourse, with particular attention to misinformation and disinformation.
3. Explore major socio-scientific issues and controversies in which scientific evidence, ethical considerations, and social values intersect.
4. Examine the role of research and innovation in shaping modern societies, including their benefits, risks, and unintended consequences.
5. Foster informed and responsible engagement with science-related public debates, supporting students in forming evidence-based and ethically aware positions.
6. Enhance students’ understanding of trust, authority, and expertise in science, including how public trust in science is built, challenged, and maintained.
7. Develop competencies in argumentation and discussion about complex science–society issues, using evidence, reasoning, and multiple perspectives.

Pre-requisites in terms of knowledge, skills and social competences (where relevant)

B2  - english level

Syllabus

This module explores the dynamic relationship between science and society, focusing on how scientific knowledge is produced, communicated, interpreted, and used in contemporary social contexts. Students examine the role of science in addressing complex socio-scientific issues, where evidence, ethics, values, and uncertainty intersect. The course addresses misinformation and disinformation in the information age, the nature of scientific expertise and public trust, and the ways research and innovation shape modern life. Through case studies and discussion-based learning, students analyse scientific controversies, evaluate the credibility of information sources, and consider the social responsibilities of science and innovation.

By the end of the module, students will be able to:

- Explain key concepts related to the nature of science, scientific expertise, and the science–society relationship.

- Describe the characteristics of socio-scientific issues and the role of research and innovation in modern societies

- Apply criteria for evaluating the credibility of scientific information in media and public discourse.

- Analyse cases of misinformation and disinformation related to scientific topics.

- Examine socio-scientific controversies by identifying scientific evidence, uncertainties, ethical dimensions, and stakeholder perspectives.

- Examine educational challenges related to teaching controversial science-related topics.

- Critically evaluate arguments used in public debates about science-related issues.

- Critically evaluate teaching approaches and learning materials addressing SSI in terms of their support for scientific literacy, argumentation, and critical thinking.

- Assess the societal impacts, risks, and benefits of selected scientific innovations.

- Construct evidence-based arguments on socio-scientific issues, integrating scientific knowledge with ethical and social considerations.

- Design an educational activity addressing a selected socio-scientific issue

- Formulate informed positions in structured discussions or written analyses concerning the role of science in society.

FINAL ASSESSMENT: group project - presentation of educational activity addressing Socio-scientific issue 

Reading list

1. Sadler, T. D. (Ed.). (2011). Socio-scientific issues in the classroom: Teaching, learning and research(Vol. 39). Springer Science & Business Media.
2. Farmer, L. S. (2020). Fake news in context. Routledge.
3. Lazer, D. M., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., ... & Zittrain, J. L. (2018). The science of fake news. Science, 359(6380), 1094-1096.
4. Brasier, D. J. (2017). Three scientific controversies to engage students in reading primary literature. Journal of Undergraduate Neuroscience Education, 16(1), R13.