ABSTRACT

This chapter discusses science curriculum design with cognitive and affective goals. It shows that values, ethics, practices and perspectives of science are integral parts of science education. The chapter introduces innovative and engaging approach of teaching science that addresses common misconceptions in scientific concepts using the popular medium of films or movies. It provides ethical thinking and reasoning through the use of socio-scientific issues raised through the medium of films or movies. The chapter outlines a lesson utilising this approach and present some students' responses on the socio-scientific issue of "climate change" based on a teaching module which incorporated viewing of the film The Day After Tomorrow. It presents some implications that establish the plausible connections between the teaching of science and faith values in the classrooms. Socio-scientific issues focuses on the nature of science issues, cultural issues, discourse issues and case-based issues as a way to help develop scientific literacy in a broader sense.