Student conceptualizations of the nature of science in response to a socioscientific issue

Sadler, Troy D.; Chambers, F. William; Zeidler, Dana L.

doi:10.1080/0950069032000119456

Cited by 380 publications

(235 citation statements)

References 24 publications

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“…Related research informing the issues of socioscientific reasoning and NOS confirms student reliance on personal relevance over evaluative decisions based on contemplation of presented evidence (Sadler, Chambers, & Zeidler, 2004). In this study, students rated articles according to which had more "scientific merit," but in determining which articles they found to be most convincing, many (40%) selected articles that most complemented their own personal beliefs independently of their scientific merit.…”

Section: Thematic Areas Of Recent Research Connected To Ssimentioning

confidence: 74%

“…This line of research has also revealed more direct transfer of NOS considerations when reasoning about SSI during informal debate or discourse particularly when the SSI issues centered around genetically modified foods and global warming (Sadler, Chambers, & Zeidler, 2004;Walker and Zeidler, 2003;Zeidler et al 2002), suggesting that the degree of personal relevance of the issue is associated with increased validation of knowledge claims. It reasonably follows that the degree to which students perceive personal relevance related to scientific topics will determine, in part, the seriousness of the issues at-hand and the merit of conflicting or competing claims.…”

Section: Thematic Areas Of Recent Research Connected To Ssimentioning

confidence: 99%

“…However, if that student is confused by what data is, then assertions or arguments evoked hold little meaning. In analyzing students' comments about how data were used to support positions on global warming, Sadler, Chambers, and Zeidler (2004) also revealed that nearly half (47%) of the students lacked adequate conceptions of scientific data. Some of the students comprising this group were able to recognize data without the ability to describe its use or significance, whereas others could not even distinguish among data, unfounded opinions, and predictions.…”

Section: Thematic Areas Of Recent Research Connected To Ssimentioning

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: Thematic Areas Of Recent Research Connected To Ssimentioning

confidence: 74%

Section: Thematic Areas Of Recent Research Connected To Ssimentioning

confidence: 99%

Section: Thematic Areas Of Recent Research Connected To Ssimentioning

confidence: 99%

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

et al. 2005

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“…It is also important to note that some of these course components have been utilized as assessment tools in previous studies (e.g., global warming task, Sadler et al, 2004;superconductors survey, Leach, Millar, Ryder, & Sere, 2000;. The rationale for their inclusion in this study was to provide opportunities for participants to develop and apply their skills of argumentation in differing contexts, in addition to assessing their views of specific NOS aspects.…”

Section: Contextmentioning

confidence: 99%

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

McDonald

2010

J Res Sci Teach

142

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There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners in argumentation may aid in the development of their NOS views, although this claim lacks empirical support. This study assessed the influence of a science content course incorporating explicit NOS and argumentation instruction on five preservice primary teachers' views of NOS using multiple sources of data including questionnaires and surveys, interviews, audio-and video-taped class sessions, and written artifacts. Results indicated that the science content course was effective in enabling four of the five participants' views of NOS to be improved. A critical analysis of the

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“…Socioscientific issues (cf. Sadler & Zeidler, 2004, 2005 are learning topics which motivate students to explore the nature of scientific knowledge and the interdependence between science and society. A concept similar to socio-scientific issues is the socio-ecological approach (Kyburz-Graber, 1999;Kyburz-Graber, Rigendinger, Hirsch Hadorn, & Werner Zentner, 1997).…”

Section: Introductionmentioning

confidence: 99%