Título: Teaching socio-scientific issues: drawing on Critical Realism as a justification
Resumen: From ancient times the study of Nature has been the subject of dispute between those who envisaged a universe of ideal forms (closed systems) and those who studied the world in all its imperfections (open systems). I argue that implicit in school science curricula is the study of science as a closed system. Strategies to incorporate socio-scientific issues into the curriculum are therefore philosophically problematic. I draw on the meta-philosophy of Critical Realism to demonstrate that social justice should be at the heart of school science and not an extra.