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Primary Scientific Literature (PSL) significantly contributes to cultivating students' scientific literacy. However, students' visual strategies while reading PSL remain unclear. This study utilized eye-tracking technology to clarify students' visual attention allocation and fixation transactions during PSL reading, and explored their associations with students' self-reported reading strategy levels and reading outcomes. Thirty-eight undergraduate students majoring in biology (22 females and 16 males) participated in the study. They wore eye-tracking glasses while reading a PSL that included sections like abstract, introduction, methods, results, discussion, and reference. Participants also completed a Primary Scientific Literature Strategies Assessment and a post-reading exam. The study demonstrated that reading time and fixation count on the results page were positively correlated with self-reported PSL reading strategy scores and reading outcomes. The reading time and fixation count on the methods page are positively correlated with self-reported PSL reading strategy score. Moreover, the higher group showed significantly greater attention to results compared to the lower group. The higher group exhibited significant interaction between texts and figures in fixation transactions within the results, whereas this interaction was absent in the lower group. The research provided recommendations for educators to enhance students' PSL reading strategies and abilities.

Socio-scientific issues (SSI) has been shown to serve as a useful learning context in K-12 education, not only to help students improve their scientific literacy and develop 21st century skills such as argumentative and decision-making but also to promote students' sense of self-efficacy and civic responsibility. From the perspective of highly cited papers, combined with the relevance model of science education, this review conducted a systematic review of the top-50 most-cited articles in SSI in K-12 research in the Web of Science database and made a diagnostic evaluation of them according to the relevance model of science education. The results showed that the effects of teaching intervention on the nature of science is the most emphasized theme. High school students are the most focused demographic, and energy is the most highlighted topic. The relevance model of science education shows imbalances in dimensions, imbalances between present and future, and imbalances between intrinsic and extrinsic factors. This review thematically illustrates what is known and what needs to be known for future research of SSI in K-12 education. On this basis, the research trend and future education measures of SSI in K-12 education are put forward, and the further integration of SSI into school education is proposed. [ABSTRACT FROM AUTHOR]