Socio-scientific issues in class have been proposed in an effort to democratise science in society. A micro-ethnographic approach has been used to explore how students elaborate arguments on a socio-scientific controversy in the context of small group discussions. Several processes of group argumentation have been identified. Students' arguments were elaborated from scientific data, common ideas and epistemological and strategic considerations. Students' social interactions influenced the patterns of argumentation elaborated within the group discussions. Implications of this study for the teaching of socio-scientific issues in class are discussed.

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Efforts have been devoted to introduce in science curricula direct instruction for evaluating scientific reports on socioscientific issues. In this study, students' opinions on the SSI of mobile telephones effects have been investigated before and after a classroom activity designed to enable students to assess scientific data. Aspects of the nature of science raised by students interpreting available contradictory research evidence and making personal decision on this SSI have also been documented. Results indicated the central role of considerations of scientific evidence in students' decision making. Students tended to over-attribute significance to empirical processes in justifying viewpoints on the SSI of mobile phones and in suggesting how scientific disputes might be resolved.

This literature review provides an overview of recent studies on the introduction of nanosciences and nanotechnologies in secondary education. Four salient research topics have emerged from our review of the science education literature: reflections preceding curriculum development on nanosciences and nanotechnologies lessons; research on students' conceptualisations of nano-related concepts; the use of haptic tools to teach nanosciences and nanotechnologies; professional development for secondary schools teachers. In a final critical discussion, the lack of studies in the literature considering nanosciences and nanotechnologies as a socioscientific issue in secondary education is emphasised. In addition, implications for future research as well as suggestions for nanosciences and nanotechnologies curriculum development are considered.

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