I was recently reading the July/August 2022 issue of "The Science Teacher" a publication of the National Science Teaching Association. In this issue, I read the Editor's Corner, written by Ann Haley MacKenzie. She wrote a column entitles, "Teaching Societal Issues in the Science Classroom."

By incorporating societal issues into our classrooms, we provide students a chance to explore topics in depth, instead of simply glossing over the content. Here are some reasons to include societal issues in science courses:

--These issues justify information included in science courses.

--Societal issues allow students to find science classes relevant to their daily lives.

--These societal issues enable teachers to evaluate student success at application and synthesis of ideas.

--Infusing societal issues defines the teacher's role to be "facilitator" and relegates the textbook's / digital learning platform status to "information sources."

--These issues may allow for increased scientific understanding of concepts, ased on cognitive theories of learning.