Use of the Chemical SWOT Methodology to Enable Students to Analyse and Discuss the Socio-scientific Issues in the Classroom

One of the challenges that science teachers face is the lack of strategy/method to train students in data collection and developing analytical skills, which are pre-requisites to resolve socio-scientific problems and an important element in scientific literacy. In this activity, the SWOT analysis proposed by the Stanford Research Institute in the United States is modified and carried out in a class of university students to teach them how to analyse data and make decisions in the context of socio-scientific issues related to the use of parabens and triclosan, which are chemicals with potential adverse effects that are widely used in everyday products. The participants consist of 31 students, who are enrolled in the environmental and analytical chemistry programme at Universiti Malaysia Terengganu in Malaysia. Data is gathered from the essays submitted by the students to the course coordinator at week seven of their lessons. The findings show that students have positive response towards the implemented activity. After weighing all strength, weakness, opportunity and threat attributes, most students seem to support the use of those chemicals despite their risks and implications to health and the environment, albeit with greater awareness and prudence. This SWOT activity may potentially be used as an alternative instructional tool to promote discussion and resolution of socio-scientific issues in the classroom. Keywords: Organic chemistry, controversial chemicals, socio-scientific issues, SWOT analysis