Students’ Emotive Reasoning Through Place-Based Environmental Socioscientific Issues

Herman, Benjamin C.; Zeidler, Dana L.; Newton, Mark

doi:10.1007/s11165-018-9764-1

Cited by 54 publications

(47 citation statements)

References 47 publications

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“…This stage is intended to encourage students to take constructive post-consensus, action measures, thereby gaining a sense of responsibility for taking personal initiatives. Such initiatives are instigated by recognising the need to promote collective engagement beyond the classroom in order for active and informed operations within the society [17,18]. The trans-contextualisation stage seeks to engage students in transferring their learning from an educational institutional environment to the wider environmental, economic, social (at a local, national, and/or global) arena, thus addressing the sustainable development of the society.…”

Section: Trans-contextualisation Promoting Active Informed Citizenry mentioning

confidence: 99%

“…Besides promoting an appreciation of opportunities to address future careers [16], such skills draw attention to the needed roles to be played by the society, especially in the areas of environmental protection, health, and social adhesiveness. Nevertheless, it has been pointed out there is a danger of underestimating students' ability to identify constructive measures and assume a sense of responsibility to take personal initiatives towards collective engagement in order to resolve SSI and sustainable development issues [17]. Furthermore, it is suggested that insufficient research exists linking an individual's decision-making through SSI, within the school setting, to the potential of student activity and community involvement outside the classroom [18].…”

Section: Introductionmentioning

confidence: 99%

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Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020

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This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

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Section: Trans-contextualisation Promoting Active Informed Citizenry mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020

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“…This study, in contrast, explores the potentials of an extracurricular intervention to promote socioscientific decision-making in local, self-chosen contexts. This place-based notion might be specifically valuable for students' engagement with SSI (Herman et al, 2018).…”

Section: The Learning Environment: An Environmental Science Competitionmentioning

confidence: 99%

“…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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“…There are also indicators that students may feel frustrated when discussing or debating issues that do not have one correct answer (Dreyfus & Roth, ; Sternang & Lundholm, ). Since recent research suggests the importance of emotive factors that cut across disciplines (Herman, Zeidler, & Newton, ; Zeidler & Newton, ), particular in the realm of informal science contexts, it is important to examine the possible tensions that arise when such demands are placed on students.…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science

Lee

Lee²,

Zeidler

2019

J Res Sci Teach

Self Cite

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In the socioscientific issues (SSI) classroom, students need to cross the border between the subcultures of science (i.e., school science vs. everyday science). Traditional school contexts tend to present science as positivistic knowledge and unshakable truth unaffected by sociocultural factors. In contrast, everyday science, including SSI, is more nuanced, context‐based, socially and culturally embedded. Thus, learning in an SSI classroom requires students to make additional efforts to successfully navigate between the subcultures of science. The expected norms located within these two educational contexts can create academic and sociocultural tensions for students. It is therefore necessary to explore the tensions caused these differential norms in order to successfully implement SSI. Through the lens of cultural‐historical activity theory, we attempted to identify possible tensions that originate by implementing SSI instruction in a setting where teachers and students are accustomed to traditional lecture‐based classroom instruction. One hundred thirty ninth graders at a public middle school located in Seoul, South Korea, participated in SSI programs on genetic modification technology during seven class periods over three to 4 weeks. Data was collected by classroom observation, audio‐taping while students participated in various types of discourse, and semistructured interviews. We identified four noteworthy phenomena including intolerance of uncertainty, scientism, a sense of rivalry, and reaching an expedient and easy consensus. By revealing and understanding these tensions and phenomena, we aim to help inform teachers (and teacher educators) recognize instructional clues that can change not only students' epistemological views and attitudes toward science and science classes, but also better navigate the norms of classroom culture.

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Students’ Emotive Reasoning Through Place-Based Environmental Socioscientific Issues

Cited by 54 publications

References 47 publications

Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

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

Examining tensions in the socioscientific issues classroom: Students' border crossings into a new culture of science

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