Formulating a framework on social responsibility of science in primary science education: an approach based on grounded theory

The integration of the Social Responsibility of Science (SRS) into primary education requires a coherent framework to address current issues of fragmentation and ambiguity. This study employs grounded theory coding to construct an SRS framework by examining twelve national science curriculum standards from ten innovation-driven countries and regions. Findings reveal that the central aim of SRS is to support the identity transformation of students into two responsible agents: responsible professionals and scientifically literate citizens. To achieve this, we propose a framework structured around three concentric circles of responsibility: the micro level (individual/community), the meso-level (national), and the macro level (global/future generations). Within this structure, the framework should integrate four core themes: environmental sustainability, disaster resilience, healthy living, and representation of Indigenous knowledge. These SRS themes are taken along with five essential competencies: STSE knowledge, prudent judgment, science communication, ethical considerations, and positive innovation. This comprehensive framework offers a roadmap for educators to embed scientific responsibility effectively into future primary science curricula.