An SSI-Based Instructional Unit to Enhance Primary Students’ Risk-Related Decision-Making

Socioscientific issues (SSIs) provide meaningful contexts for developing students’ competencies in scientific evaluation and decision-making. This study developed an SSI-based instructional unit to support primary school students in making decisions about genome-edited fish by considering risks and benefits and proposing risk mitigation. The study aimed to examine the unit’s effectiveness in improving students’ risk-related decision-making and their attitudes toward critical thinking and risk. Sixty-three fifth-grade students participated in an 18-lesson unit comprising two phases: information gathering and risk management practice. Students completed three decision-making tasks and a post-unit questionnaire on related attitudes. Written arguments were analysed using a rubric based on claims, risk knowledge, benefit knowledge, and risk mitigation. The results indicated that the unit improved the quality of students’ socioscientific arguments. By the final task, about 60% of arguments reached the highest level, demonstrating integration of risk knowledge and corresponding mitigation. However, students’ risk–benefit emphasis ratings showed that their decisions remained predominantly risk-focused, and questionnaire data revealed a persistent zero-risk mindset. These findings provide empirical evidence that an SSI-based unit incorporating risk management practice can foster primary students’ risk-related socioscientific decision-making. Further refinement is needed to shift students’ risk attitudes and support more balanced risk–benefit reasoning.