New directions in socioscientific issues research

Zeidler, Dana L.; Herman, Benjamin C.; Sadler, Troy D.

doi:10.1186/s43031-019-0008-7

Cited by 145 publications

(100 citation statements)

References 42 publications

(48 reference statements)

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“…Prior research has demonstrated that individuals' argument skills do not develop spontaneously. Yet the factors that facilitate the development of argument skills remain underdetermined, including when people engage in thinking about or debating SSI (Asterhan & Schwarz, 2016;Henderson, McNeill, González-Howard, Close, & Evans, 2018;Iordanou & Constantinou, 2014, 2015Zeidler, Herman, & Sadler, 2019). To gain a fuller understanding of how argument skills develop, it has been suggested that we could pay closer attention to learners' epistemic thinking and its possible interaction with students' argument skills (Barzilai & Chinn, 2017;Iordanou, 2016a;Kuhn, Zillmer, Crowell & Zavala, 2013).…”

Section: Introductionmentioning

confidence: 99%

Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues

2020

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This study investigates whether university students’ epistemic beliefs and prior knowledge about controversial socioscientific issues (SSIs) can predict the different types of arguments that students construct. Two hundred forty‐three university students were asked to construct different types of supportive arguments—social, ethical, economic, scientific, ecological—as well as counterarguments and rebuttals after they had read a scenario on a SSI. Participants’ epistemic beliefs and prior knowledge were assessed separately. Results showed that students’ epistemic beliefs and prior knowledge predicted the quantity, quality, and diversity of the different types of arguments the students constructed. In particular, students who held sophisticated epistemic beliefs about the structure of knowledge and exhibited relatively more robust prior knowledge scores, produced arguments of greater quantity, better quality, and higher diversity than students with less sophisticated epistemic beliefs and low prior knowledge scores. Educational implications are discussed.

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Section: Introductionmentioning

confidence: 99%

Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues

2020

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“…However, once the issue is locally interconnected "the problems become immanent and complicated with personal, economic, political and social factors" (Jho, Yoon, & Kim, 2014, p.1147. This place-based notion can help students to connect and engage with the SSI on a personal level (Herman, Zeidler, & Newton, 2018;Zeidler, Herman, & Sadler, 2019).…”

Section: Choose a Local Environmental Issuementioning

confidence: 99%

Fostering students’ socioscientific decision-making: exploring the effectiveness of an environmental science competition

Garrecht

Eckhardt

Höffler

et al. 2020

Discip Interdscip Sci Educ Res

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To make informed decisions has been acknowledged as an essential ability to negotiate socioscientific issues. However, many young people show an inadequate understanding of how to make well-informed decisions, particularly in contexts that are connected to environmental problems. This paper aims to explore the effectiveness of an environmental science competition (BundesUmweltWettbewerb, BUW) to foster students' socioscientific decision-making. Two different instruments, a paper-pencil test (N = 196 students) and retrospective interviews (N = 10 students), have been used in two successive studies. In addition, both of the applied instruments are investigated theoretically using the "assessment triangle" of the National Research Council (National Research Council, Knowing What Students Know, 2001) as a framework. The results of our studies indicate that participating in the environmental science competition predominantly fosters students' socioscientific decision-making in its preselectional phase. We further argue that promoting the selectional phase of decision-making requires explicit and instructional guidance. With respect to the assessment of socioscientific decision-making, a focus on either structural (decision-making strategies) or contextual (decision content) conditions is argued. Outcomes are discussed in terms of theoretical and practical implications.

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“…Nyligen beskrev tre amerikanska forskare inom nv-didaktik -Dana Zeidler, Benjamin Herman och Troy Sadler -forskningsläget då det gäller SSI-undervisning. De identifierade tre aktuella forskningsområden: (1) resonemangsförmåga, (2) perspektivtagande, och (3) kontexter utanför klassrummen [10].…”

Section: Tre Forskningsområden Rörande Ssi-undervisningunclassified

“…Forskarna konstaterar att studier hittills visat att undervisning där elever på olika sätt får utforska SSI kan främja deras resonemangsförmåga. Däremot verkar det som om det inte räcker att elever får träna på de olika dimensionerna av resonemangsförmåga vid något enstaka tillfälle, utan de behöver få göra det vid upprepade tillfällen [10]. Lärare måste alltså planera långsiktigt när det gäller att inkludera undervisningsaktiviteter där elever får träna på att ta ställning i SSI.…”

Section: Tre Forskningsområden Rörande Ssi-undervisningunclassified

“…Med stöd i ett stort antal studier argumenterar de för att både kunskaper och värderingar är centrala vid perspektivtagande. Viktiga ingredienser är engagemang, empati, moral, ett öppet sinne och respekt för andras åsikter [10]. Vid planering av SSIundervisning kan därför lärare behöva fundera över vilken typ av fråga som kan engagera eleverna, om den involverar aktörer som eleverna skulle kunna känna empati med och vilka strategier som behövs för att skapa ett klassrumsklimat präglat av öppenhet och respekt.…”

Section: Tre Forskningsområden Rörande Ssi-undervisningunclassified

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Samhällsfrågor i nv-klassrummen – från enkel kontextualisering till fokus på handlingskompetens för global miljörättvisa

Bossér

Sjöström²

2020

ATENA

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Under flera decennier har forskare inom naturvetenskapernas didaktik undersökt hur aktuella samhällsfrågor kan få betydelse i naturvetenskapsundervisningen. Flera olika inriktningar har vuxit fram, där undervisningens syfte och genomförande skiljer sig åt. Det handlar om allt från att samhällsfrågorna endast bidrar med ett sammanhang, där elever relativt förenklat tillämpar naturvetenskapliga kunskaper, till att undervisningen syftar till att lägga en grund för global handlingskompetens. I den här artikeln beskriver vi några olika inriktningar med exempel på hur de kan omsättas i undervisningspraktiken. Därmed vill vi synliggöra överväganden man som lärare kan behöva göra när man vill använda samhällsfrågor i sin nv-undervisning.

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New directions in socioscientific issues research

Cited by 145 publications

References 42 publications

Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues

Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues

Fostering students’ socioscientific decision-making: exploring the effectiveness of an environmental science competition

Samhällsfrågor i nv-klassrummen – från enkel kontextualisering till fokus på handlingskompetens för global miljörättvisa

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