STUDENT PERSPECTIVE ABOUT EQUITY IN THE CONTEXT OF A SOCIO SCIENTIFIC ISSUE: HOUSING BUYOUTS IN FLOODPLAINS

Students should develop critical scientific evaluation skills and understand the ethical and societal dimensions of science for informed decision-making. Engaging with controversial issues like, race, equity in classroom can enhance students' democratic citizenship and civic skills. This study investigates the evolution of students' perspectives on equity and social justice within the context of housing buyouts as a flood mitigation strategy, a prominent socio-scientific issue (SSI). In floodplain buyout discussions, the interplay of race and equity becomes prominent, especially considering the disproportionate impact of flooding on different communities. The study was conducted in a post-secondary, large-enrollment, science-literacy course that uses structured decision-making to guide students in evaluating multiple alternative solutions to an SSI (e.g., flood mitigation policies) to reach a conclusion. This research used pre- and post-assessment surveys, student reflections, and thematic coding to analyze changes in student reasoning about “Why should/shouldn’t we do buyouts as a flood mitigation solution?” Initial findings revealed that only 11% of students considered the aspect of equity in their reasoning at the beginning of the module, which increased to 29% by the end, with 22% changing their stance on buyouts (withdrawing support). The findings underscore the value of integrating SSIs and equity discussions in science education to foster empathy, perspective-taking, and civic engagement, providing actionable insights for curriculum design to promote critical thinking and informed citizenship.