The incorporation of socioscientific issues into science teaching to promote students’ scientific literacy may require that science teachers reconsider and transform their teaching practices. This study examines the knowledge and considerations involved when two teachers incorporated socioscientific issues into their teaching, with the aim of understanding conditions for developing teaching to promote functional scientific literacy. Data consisted of written records of teaching, field notes of classroom observations and transcripts of meetings between the teachers and a researcher, generated during a year-long professional development project. Data were analysed through the framework of didactics that understands teaching as framed by societal conditions, curricula, teaching traditions and teacher and student knowledge and intentions. The results show that the incorporation of socioscientific issues enabled student engagement with scientific content, the practice of evidence-based reasoning and the consideration of values and norms. The teachers strove to seize upon student questions in teaching, and the results show that this may require strategies to raise questions among students, as well as profound science content knowledge on the part of teachers. Moreover, the results indicate that tensions arose between students’ instrumental views of teaching and learning and the teachers’ promotion of an exploratory classroom culture. The teachers had to support student adaption to the new requirements, and in this process, mutual trust and clear expectations were considered important. Implications for teachers’ professional development in relation to the incorporation of socioscientific issues in science education are discussed.

将社会科学问题纳入科学教学以提高学生的科学素养可能需要科学教师重新考虑和转变他们的教学实践。本研究考察了两位教师将社会科学问题纳入教学时所涉及的知识和考虑因素，旨在了解发展教学以促进功能性科学素养的条件。数据包括书面教学记录、课堂观察的现场笔记以及教师与研究人员之间的会议记录，这些记录是在为期一年的专业发展项目中生成的。通过教学框架对数据进行分析，该框架将教学理解为社会条件、课程、教学传统以及教师和学生的知识和意图。结果表明，社会科学问题的纳入使学生能够参与科学内容、实践循证推理以及对价值观和规范的考虑。教师在教学中努力抓住学生的问题，结果表明，这可能需要学生提出问题的策略，以及教师深厚的科学内容知识。此外，结果表明，学生的工具性教学观与教师提倡的探索性课堂文化之间存在紧张关系。教师必须支持学生适应新的要求，在此过程中，相互信任和明确的期望很重要。讨论了将社会科学问题纳入科学教育对教师专业发展的影响。