Identifying Science Understanding for Functional Scientific Literacy

Ryder, James

doi:10.1080/03057260108560166

Cited by 241 publications

(183 citation statements)

References 31 publications

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“…Other authors use the term "functional" when speaking of scientific literacy (Jenkins, 1990(Jenkins, , 1997Ryder, 2001;Shamos, 1995); however, it is important to note that they tend to do so from what can be described as a technocratic perspective. For example, Ryder (2001) presents an analysis of some 31 studies ranging in degree of technocratic decision making on controversial topics (in that there is a lack of clear consensus within the scientific community about data related to these topics).…”

Section: Beyond Sts: Presuppositions Of the Ssi Domainmentioning

confidence: 99%

“…For example, Ryder (2001) presents an analysis of some 31 studies ranging in degree of technocratic decision making on controversial topics (in that there is a lack of clear consensus within the scientific community about data related to these topics). These topics range from risk assessment in genetic counseling situations to managing methane from a waste disposal site.…”

Section: Beyond Sts: Presuppositions Of the Ssi Domainmentioning

confidence: 99%

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Beyond STS: A research-based framework for socioscientific issues education

et al. 2005

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An important distinction can be made between the science, technology, and society (STS) movement of past years and the domain of socioscientific issues (SSI). STS education as typically practiced does not seem embedded in a coherent developmental or sociological framework that explicitly considers the psychological and epistemological growth of the child, nor the development of character or virtue. In contrast, the SSI movement focuses on empowering students to consider how science-based issues reflect, in part, moral principles and elements of virtue that encompass their own lives, as well as the physical and social world around them. The focus of this paper is to describe a research-based framework of current research and practice that identifies factors associated with reasoning about socioscientific issues and provide a working model that illustrates theoretical and conceptual links among key psychological, sociological, and developmental factors central to SSI and science education.

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Section: Beyond Sts: Presuppositions Of the Ssi Domainmentioning

confidence: 99%

Section: Beyond Sts: Presuppositions Of the Ssi Domainmentioning

confidence: 99%

Beyond STS: A research-based framework for socioscientific issues education

et al. 2005

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“…Studies of SSI have been recommended by many authors for different reasons such as relevance, motivation, communication, analysis, understanding science concepts (Ratcliffe, 1997;Ratcliffe & Grace, 2003), and understanding the nature of science (Kolstoe, 2001;Ryder, 2001;Zeidler, Walker, Ackett, & Simmons, 2002). Furthermore, here, another reason is added: a humanistic purpose, with the prospect of discussing the oppressive condition of modern society.…”

Section: Introduction Of Socially Relevant Themesmentioning

confidence: 99%

Scientific literacy: A Freirean perspective as a radical view of humanistic science education

Santos

2008

Science Education

135

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In this article, a rationale for advancing a new idea in humanistic science education is developed from a Paulo Freire perspective. Paulo Freire developed a well‐known approach to adult literacy based on his humanistic ideas through the dialogical process. From Freirean educational principles, the idea unfolds that a Freirean humanistic science education perspective is a political commitment to sociopolitical action, considering conditions of oppression in society. Although some humanistic science education approaches to school science have incorporated a sociopolitical perspective, it is showed that not all of them necessarily focus on the political purpose of transforming oppressive conditions in society as stressed by Paulo Freire. From this Freirean humanistic perspective, an approach to science education is then highlighted, which implies the introduction of socially relevant themes and socioscientific issues, the establishment of a dialogical process in classroom, and the development of sociopolitical action. Hence, a Freirean perspective of science education is presented as a radical view of scientific literacy. Some implications of a Freirean approach to science education are outlined at the end of the paper. © 2008 Wiley Periodicals, Inc. Sci Ed 93: 361–382, 2009

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“…The results support Jenkins (2006) who suggests that the need for science knowledge as a part of an active citizenship has been discussed for many years, to not avail. The scientific knowledge was not explicitly investigated and should not be over emphasized but the results questions the results obtained by Ryder (2001) about being able to learn appropriate science in situations that demands it. Jenkins (2006) emphasizes that this view of science education as a part of an active citizenship requires a wider knowledge base than what is provided by traditionally school disciplines in biology, chemistry and physics-something the results in this thesis support.…”

Section: Discussionmentioning

confidence: 99%

“…It must also be understood in relation to what happens with the use of science discourse-or actually the school science discourse-when it is expected to be available outside school in different contexts; something this article deals with. Glen Aikenhead (2006) and Jim Ryder (2001) emphasize the difficulties of using canonical science outside To vaccinate or not to vaccinate 123 school. Aikenhead describes this as a transformation where the content must be deconstructed and then constructed according the idiosyncratic demands of the context.…”

Section: Science Education and Daily Lifementioning

confidence: 99%

To vaccinate or not to vaccinate: how teenagers justified their decision

Lundström

Ekborg

Ideland

2012

Cult Stud of Sci Educ

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This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made. How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between 17 and 19 years of age participated in the study. The informants were requested to document in video diary situations in which their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination programme. The students were also interviewed 1-4 weeks after completing their diaries. A discourse psychology framework (Potter and Wetherell 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socioscientific issue must be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields, such as society and identity. It must also be understood in relation to the use of science repertoire-or actually, the school science repertoire-how available is this discourse in different contexts outside school? The repertoires were categorised into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead, the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school. It also indicates the importance of relating school science closely to the students' daily life.

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Identifying Science Understanding for Functional Scientific Literacy

Cited by 241 publications

References 31 publications

Beyond STS: A research-based framework for socioscientific issues education

Beyond STS: A research-based framework for socioscientific issues education

Scientific literacy: A Freirean perspective as a radical view of humanistic science education

To vaccinate or not to vaccinate: how teenagers justified their decision

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