Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata

Rafolt, Susanne; Kapelari, Suzanne; Kremer, Kerstin

doi:10.1007/s40573-019-00092-9

Cited by 14 publications

(10 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Real-life intersections between science and society have been identified as SSI within the science education community already ( Zeidler, 2014 ). Previous research has documented that SSI teaching and learning can have a positive impact on the science content learning of students ( Klosterman and Sadler, 2010 ), on their understanding of the nature of science ( Khishfe et al, 2017 ), and on their argumentation ( Romine and Sadler, 2016 ), and the development of critical thinking skills ( Sadler et al, 2007 ; Rafolt et al, 2019a ). Overall, Hancock et al (2019) emphasized that “SSI-based instruction has emerged as an effective way for students to contextualize their science learning within a complex social and political context.” However, the implementation of SSI-based teaching in the every-day classroom remains limited because SSI instruction may be unfamiliar for many teachers ( Ekborg et al, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

et al. 2021

Self Cite

View full text Add to dashboard Cite

The emergence and widespread of antibiotic-resistant pathogenic microorganisms are of great individual and societal relevance. Due to the complex and multilayered nature of the topic, antibiotic resistance (ABR) is the object of concern for several scientific fields, such as microbiology or medicine, and encompasses a broad range of political, economic, and social aspects. Thus, the issue related to antibiotic-resistant bacterial diseases offers an excellent platform for designing and implementing the teaching and learning of socio-scientific issues (SSI). We created a SSI-based curriculum unit for use in secondary science classrooms by developing a collaborative partnership between education researchers and microbiologists. This classroom environment allows students to explore and negotiate ABR as a societal and scientific phenomenon. For this purpose, we leveraged role-playing within the SSI-based unit as a productive context for engaging students in learning opportunities that provide multiple perspectives on ABR and the complex interplay of its accelerators. This case-based paper describes Austrian school students’ experiences from their participation in a SSI-embedded role-playing classroom environment and subsequent activities that included a mini congress with a poster presentation and a panel discussion. An open-ended questionnaire-based assessment tool was used to examine the situational characteristics of the students’ work. To assess students’ contributions, we applied a qualitative content analysis design and identified cognitive and affective outcomes. The students’ learning experiences demonstrate that they considered the content – the social complexities of antibiotic-resistant bacteria and associated diseases – exciting and very topical. The students perceived that learning about ABR is relevant for their future and involves both individual and societal responsibility for action. Although the curriculum unit and its assignments were described as labor-intensive, it became apparent that the role-playing setting has the potential to inform students about multiple stakeholder positions concerning ABR. Concerning the promotion of science practices, almost all students claimed that they learned to organize, analyze, evaluate, and present relevant information. Moreover, the students affirmed that they learned to argue from the perspective of their assigned roles. However, the students did not clarify whether they learned more through this SSI-based classroom instruction than through conventional science teaching approaches.

show abstract

Section: Discussionmentioning

confidence: 99%

Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, not only is science influenced by values, every person has values, and decisions cannot be purely objective, because (3) affectivity plays a role, and subjective judgments (e.g., [15]) and personal values must be taken into account for action decisions as suggested by many health behavior models (e.g., [24,[32][33][34][35][36][37][38][39][40][41][42][43] ), as summarized in [23]. Finally, one needs (4) critical thinking to be able to reflect one's point of view, question information critically, and be able to change perspectives (e.g., [63,64]).…”

Section: Discussionmentioning

confidence: 99%

The Importance of Different Knowledge Types in Health-Related Decisions—The Example of Type 2 Diabetes

Arnold

2020

Sustainability

View full text Add to dashboard Cite

Noncommunicable diseases (NCDs, e.g., type 2 diabetes) are a burden to humanity and hence addressed in the Sustainable Development Goals (SDGs) (target 3.4). One way of tackling NCDs is by health education as part of science education. Yet, the role of knowledge for health-promoting actions, and thus, the role of science teaching in health education, is not sufficiently clarified. Therefore, the author proposes to differentiate three knowledge types: System Health Knowledge (SK), Action-related Health Knowledge (AK), and Effectiveness Health Knowledge (EK). Accordingly, we designed a questionnaire that asked students to evaluate different questions about sugar consumption and type 2 diabetes according to their relevance for deciding their future sugar consumption. We found that students considered all questions as rather important (3-4.3, out of 5) with an assigned mean importance for SK with a mean of 3.8, for AK with a mean of 4.0, and for EK with a mean of 3.9. This research indicates that knowledge is important for decision-making and that all three types of knowledge should be recognized in health education.Sustainability 2020, 12, 3396 2 of 12 sugar (e.g., in sugar-sweetened beverages [7]) and alcohol. On the one hand, the reasons for these behaviors are conditioned by the environment or setting and socioeconomic status. On the other hand, individual motivational factors (e.g., attitudes, needs, values) and, in many places, the role of knowledge, are discussed as potential causes for (un)healthy behavior [8] (Figure 1). Sustainability 2020, 12, x FOR PEER REVIEW 2 of 12 factors (e.g., attitudes, needs, values) and, in many places, the role of knowledge, are discussed as potential causes for (un)healthy behavior [8] (Figure 1).

show abstract

“…B. Hitchcock, 2018;OECD, 2019;Rafolt et al, 2019). Der Begriff selbst entzieht sich allerdings durch seine Vielschichtigkeit einer einheitlichen Definition.…”

Section: Theoretische Betrachtung Des Begriffes Critical Thinkingunclassified

Critical Thinking – Gelegenheit für MINT-Lernen in der Zukunft?

Andersen

Baum

Dictus

et al. 2022

Die Zukunft Des MINT-Lernens – Band 1

View full text Add to dashboard Cite

ZusammenfassungDie moderne Welt ist gekennzeichnet durch eine fortschreitende Technologisierung und einen steten Wandel. Die damit einhergehenden Anforderungen lassen neue Fähigkeiten relevant werden. Diese häufig als 21st Century Skills bezeichneten Fähigkeiten umfassen unter anderem das sogenannte Critical Thinking. Der Begriff selbst entzieht sich dabei aber bisher einer einheitlichen und umfassenden Definition. Dieser Artikel verfolgt daher das Ziel, den Begriff Critical Thinking in seinen verschiedenen Facetten und Praxisausprägungen zu erläutern. Dafür werden zunächst Fähigkeiten und Fertigkeiten, die sich dem Critical Thinking zuordnen lassen, aus einer theoretischen Perspektive betrachtet, die Relevanz dieser Fähigkeiten in Bezug auf die MINT-Fächer herausgearbeitet und Querverbindungen zu verwandten Konzepten hergestellt. Ein anschließender Praxisteil illustriert an drei Beispielen, dass und wie Critical Thinking in konkrete Lernsituationen integriert werden kann. Insgesamt stellt dieser Beitrag damit ein Plädoyer dafür dar, Critical Thinking nicht als ein lästiges, auch noch zu beachtendes Unterrichtsziel zu verstehen, sondern vielmehr als einen integralen Bestandteil des MINT-Lernens der Zukunft.

show abstract

Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata

Cited by 14 publications

References 47 publications

Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

Students’ Experiences of Working With a Socio-Scientific Issues-Based Curriculum Unit Using Role-Playing to Negotiate Antibiotic Resistance

The Importance of Different Knowledge Types in Health-Related Decisions—The Example of Type 2 Diabetes

Critical Thinking – Gelegenheit für MINT-Lernen in der Zukunft?

Contact Info

Product

Resources

About