Questions Socialement Vives and Socio-scientific Issues: New Trends of Research to Meet the Training Needs of Postmodern Society

Simonneaux, Laurence

doi:10.1007/978-94-007-7281-6_3

Cited by 42 publications

(54 citation statements)

References 33 publications

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“…Now, previous research indicates that this pattern may be due to science teachers not feeling qualified for monitoring or assessing value-laden discussions (e.g. Bryce & Gray, 2004;Forbes & Davis, 2008;Sadler et al, 2006;Simonneaux, 2014). Indeed, this group of teachers could not identify effective criteria for assessing the skills and competences that are at play in full-fledged socioscientific teaching.…”

Section: Discussionmentioning

confidence: 96%

“…Third, it seems that many teachers lack confidence in handling discussion (Bryce & Gray, 2004;Simonneaux, 2014), as they may find it challenging to express their own values, ethics (Sadler et al, 2006) and their own opinions (Cross & Price, 1996). Perhaps one of the most persistent findings is that many teachers do not feel a responsibility to facilitate the exploration of ethics, or even agree that socioscientific teaching activities should be a part of science education, and that their professional responsibilities entail the presentation of scientific facts and data, and not necessarily the ethical and emotional ramifications (Forbes & Davis, 2008;Levinson & Turner, 2001;Sadler et al, 2006;Saunders & Rennie, 2013).…”

Section: Challenges To the Uptake Of Socioscientific Issuesmentioning

confidence: 99%

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The role of socioscientific issues in biology teaching: from the perspective of teachers

Tidemand

Nielsen

2016

International Journal of Science Education

110

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Word count (without abstract): 8118 THE ROLE OF SOCIOSCIENTIFIC ISSUES AbstractPrevious research has documented that students who engage with socioscientific issues can acquire some of the complex competences and skills typically related to scientific literacy. But an emerging field of research on science teachers' understanding and use of socioscientific issues, has documented that a range of challenges hinders the uptake of socioscientific issues. In this study we investigated the interpretation and implementation of socioscientific issues among Danish biology teachers -who teach in a curriculum that, on paper, is permeated by socioscientific issues. We conducted five in-depth group interviews (with a total of 11 teachers) and sought to validate and expand on the emergent themes from the teachers' talk-in-interaction by distributing a wider, primarily open-ended questionnaire (100 responding teachers). Our findings suggest that the participating teachers generally harbour a content-centred interpretation of socioscientific issues which manifests itself in at least three separate ways. First, the teachers generally use socioscientific issues as a means to an end of teaching factual biological content. Second, the teachers had a clear emphasis on mastery of factual content in their assessment practices. Third, the teachers tended to reduce socioscientific issues (e.g. should we allow GMOs) to specific biological contents (DNA) in a way that does not seem to allow students to engage with the real socioscientific issue. Our findings are particularly significant for science educators, policy-makers and curriculum designers, as we argue that key aspects of this content-centred interpretation may be a coping strategy used in order to navigate a divided curriculum.

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Section: Discussionmentioning

confidence: 96%

Section: Challenges To the Uptake Of Socioscientific Issuesmentioning

confidence: 99%

The role of socioscientific issues in biology teaching: from the perspective of teachers

Tidemand

Nielsen

2016

International Journal of Science Education

110

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“…Of course, how to assess students' work and argumentative discourse in socioscientific activities is in itself an object of scholarly contention. The key must be to strengthen the professional development of teachers by, for example, providing them with tools and competencies that traditionally have a home in the humanities (Simonneaux, 2011)-such as source criticism and rhetorical analysis. Indeed, many science teachers will feel uncomfortable focusing on the political/ethical dimensions of socioscientific issues if they regard that change in focus to occur at the expense of scientific rigor.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision Making

Nielsen

2013

Canadian Journal of Science, Mathematics and Technology Educati

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This article takes issue with the widespread assumption that students' socioscientific decisions ought to be evidence based. On the basis of a careful conceptual analysis, it is argued that it is misleading to think in terms of evidence in socioscientific decision making because such decision making is a process of deliberation in which persons distribute relative weights to multifarious and incommensurate factors-a process, that is, in which scientific evidence has no privileged role. Accordingly, science educators ought to focus on the quality with which students discuss the relative weights of different considerations about a socioscientific issue.Résumé: Cet article désavoue l'hypothèse largement acceptée qui veut que les décisions socioscientifiques desétudiants doivent se fonder sur des preuves. Sur la base d'une analyse conceptuelle soignée, nous croyons qu'il est trompeur de raisonner en termes de preuves lorsqu'il s'agit de prendre des décisions d'ordre socio-scientifique, parce que ces décisions sont le résultat d'un processus de délibération dans lequel on attribue un poids relatifà de multiples facteurs incommensurables, et donc un processus dans lequel les preuves scientifiques n'ont aucun rôle privilégié. Par conséquent, les enseignants des sciences doivent plutôt centrer leurs efforts sur la qualité des discussions deś etudiants lorsque ceux-ci visentà déterminer le poids relatif des différents facteurs qui entrent en jeu dans les questions socio-scientifiques.

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“…Ce courant s'intér-esse aux conséquences sociales des applications des sciences et des techniques. On observe des similitudes et des différences entre les courants QSV et SSI (Simonneaux, 2013). Ces courants peuvent contribuer à la culture scientifique (ou scientific literacy) visant la citoyenneté scientifique de tous et toutes telle que définie par l'OCDE pour le projet PISA (Programme for International Student Assessment, en français: Programme International pour le Suivi des Acquis des élèves): 《la capacité d'utiliser des connaissances scientifiques pour identifier les questions auxquelles la science peut apporter une réponse et pour tirer des conclusions fondées sur des faits en vue de comprendre le monde naturel ainsi que les changements qui y sont apportés par l'activité humaine et de contribuer à prendre des décisions à leur propos》 (p.147) OCDE, 2003.…”

Section: Emergence De La Didactique Des Questions Socialement Vives (unclassified

The emergence of recent science education research and its affiliations in France

Simonneaux

2014

Perspectives in Science

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International audienceCe texte a pour objectif de dresser le panorama des filiations et des orientations des recherches actuelles en didactique des sciences et techniques en France. Nous ne pouvons avoir de prétention à l’exhaustivité. Nous citons ici des orientations «phares» dans le sens où elles ont généré un renouveau conceptuel fondateur d'un nombre significatif de recherches, mais sans que cela signifie que d’autres orientations ne sont pas émergentes et tout à fait essentielles. Nous tentons plutôt d’indiquer comment les courants se sont interfécondés

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Questions Socialement Vives and Socio-scientific Issues: New Trends of Research to Meet the Training Needs of Postmodern Society

Cited by 42 publications

References 33 publications

The role of socioscientific issues in biology teaching: from the perspective of teachers

The role of socioscientific issues in biology teaching: from the perspective of teachers

Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision Making

The emergence of recent science education research and its affiliations in France

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