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This article describes how a class of year 9 (age 13-14) students engaged in a research-informed an negotiated action science project to address socio-scientific issues. The project was informed by the ‘STEPWISE’ curriculum framework. Evidence suggests that students benefited from collaborative problem-solving, developing confidence, motivation and expertise. As a result, they were able to self-direct research-informed and negotiated actions to address problems in science and technology. Students’ work was presented at a class poster presentation event that took place at the end of the school year.
