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.

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