‘I wouldn’t want to be the animal in use nor the patient in need’ – the role of issue familiarity in students’ socioscientific argumentation

Garrecht, Carola; Reiß, Michael; Harms, Ute

doi:10.1080/09500693.2021.1950944

Cited by 14 publications

(19 citation statements)

References 64 publications

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“…The category system reflecting justification types provides insight into the diversity of argumentation patterns and can inform teachers and pre-service teachers about potential attitudes and justifications on CSI that they might encounter in their lessons. Previous studies emphasized the importance of the inclusion of multidisciplinary perspectives when negotiating complex societal issues like CSI [7,35]. This approach can be informed by the category system, which was built upon a wide variety of different justifications from a heterogeneous online sample.…”

Section: Discussionmentioning

confidence: 99%

“…Issues may be controversial and contested within the public sphere without being ill-structured and/or without lacking clear solutions. SSI are often described as inherently controversial [9,35] or as one kind of controversial issue [27,42]. Following the ideas that SSI are one kind of CSI and that a publicly contested issue is not necessarily denied by the public, we describe CSI as an umbrella term (see Figure 1), comprising different approaches of science communication and science education.…”

Section: Figurementioning

confidence: 99%

“…Toulmin's Argument Pattern (TAP) [32] in particular has been applied in various ways [33]. However, TAP is predominantly used to assess the quality of students' arguments [34] and focuses on an argument's structure [35]. To date, few studies have examined the content of arguments [27,35] or justifications [36].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, most research on informal reasoning and argumentation in the context of SSI and CSI focuses on either school [27][28][29]33,35] or university students [16,36,37], but similar analytical approaches to argumentations used by the public [18] could provide insights into controversial debates on scientific issues in everyday life. This research aims to describe different kinds of justifications used when people reason informally on selected CSI based on their attitude, using a fine-grained category system.…”

Section: Introductionmentioning

confidence: 99%

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Reasoning on Controversial Science Issues in Science Education and Science Communication

2021

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The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. Controversial science issues (CSI) encompass scientific knowledge rejected by the public as well as socioscientific issues, i.e., societal issues grounded in science that are frequently applied to science education. Generating evidence-based justifications for claims is central in scientific and informal reasoning. This study aims to describe attitudes and their justifications within the argumentations of a random online sample (N = 398) when reasoning informally on selected CSI. Following a deductive-inductive approach and qualitative content analysis of written open-ended answers, we identified five types of justifications based on a fine-grained category system. The results suggest a topic-specificity of justifications referring to specific scientific data, while justifications appealing to authorities tend to be common across topics. Subjective, and therefore normative, justifications were slightly related to conspiracy ideation and a general rejection of the scientific consensus. The category system could be applied to other CSI topics to help clarify the relation between scientific and informal reasoning in science education and communication.

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Section: Discussionmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reasoning on Controversial Science Issues in Science Education and Science Communication

2021

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“…Their results showed that students actively took part in discussions and made use of new information after role-playing activities. Garrecht, Reiss, and Harms (2021) also used role-playing activities in a teaching unit to enable students to explore different perspectives. These studies demonstrated that using role-playing activities is an effective way to introduce students to the complexities of SSIs.…”

Section: 3mentioning

confidence: 99%

How Seventh-Grade Students Experience the Complexity of Socioscientific Issues Through Decision Making on the Autonomous Vehicle Issue

Jiyeong

Kim

2022

Asia-Pac. Sci. Educ.

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This study investigates what perspectives younger students considered and how they experienced the complexity of multiple perspectives about autonomous vehicle issues. Over the course of 6 weeks, 28 seventh-grade Korean students participated in role-play and group discussion to understand different perspectives on the issue. We qualitatively analyzed students’ positions toward these issues before and after the class and their perspectives in group decision making. The results indicate that students showed anxiety toward artificial intelligence systems, thus opposing it. They also explained where their concerns about the new technology arose to justify their views and opposition. We also found different patterns when students experienced uneasiness and conflicts in a group decision-making process. The patterns can be classified as (1) exploring multiple perspectives for decision making and (2) experiencing conflicts in working toward group consensus. Implementations for incorporating diverse perspectives into teaching strategies are discussed.

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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‘I wouldn’t want to be the animal in use nor the patient in need’ – the role of issue familiarity in students’ socioscientific argumentation

Abstract: View related articlesView Crossmark data 'I wouldn't want to be the animal in use nor the patient in need'the role of issue familiarity in students' socioscientific argumentation

Cited by 14 publications

References 64 publications

Reasoning on Controversial Science Issues in Science Education and Science Communication

Reasoning on Controversial Science Issues in Science Education and Science Communication

How Seventh-Grade Students Experience the Complexity of Socioscientific Issues Through Decision Making on the Autonomous Vehicle Issue

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

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