The classroom discussion of science‐based social issues presented on television: knowledge, attitudes and values

An integrated model of communication influence on beliefs

“…In fact, generalizable studies of the content of everyday scientific discussions do not exist. At best, scholars might describe interaction in a science museum (5) or a particular classroom (16), the results of a researcher-organized focus group discussion (17), or even the content of an online discussion forum (18). Although useful for specific research purposes, unfortunately, these examples are not necessarily representative of the wide variety of contexts in which discussions about science occur, which include but of course are not limited to discussions of DNA testing while watching CSI, discussions of science policy reported in a newspaper while having coffee at the office, and health discussions while ordering fried food at a restaurant.…”

Cross-Curricular Collaboration in Teaching Social Aspects of Genetics

“…Specialist terminology, such as genetic engineering, cloning, cystic fibrosis, was used comfortably but without explicit discussion of the concepts. The nature of discussion both within pupils' presentations and during group discussion seemed similar to that observed in previous research (Solomon, 1992;Ratcliffe 1997) -that is scientific evidence was drawn into discussions with low frequency but familiarity with science terms and concepts underpinned discussions. The fact that genetic engineering, for example, is used as an unproblematic term in pupils' discussions suggests a sufficient understanding to engage with the issue.…”

“…Members of the research team have encountered many instances where the potential for discussion and analysis of socio-scientific issues has not been fully exploited in science classrooms, resulting in some cases in amorphous discussion or rapid decision-making (Ratcliffe & Grace, 2003). Despite limited attention in many classrooms to socio-scientific issues, research evidence of innovative practice has provided some understanding of pupils' use of values, beliefs and scientific knowledge when dealing with socio-scientific issues in science lessons and how these relate to the pedagogical issues facing science teachers (Solomon, 1992;Gayford, 1993;Ratcliffe 1997Ratcliffe ,1999. Such case study research supports the value pupils place on the opportunity to discuss socio-scientific issues and highlights the need for: o an emphasis on the process of analysis of an issue and reflection on the process (rather than the outcome); o clarity in specifying and sharing intended learning outcomes, given the multiplicity of possible learning outcomes; o clear structure in the activity; o clarity in the supportive role adopted by the teacher.…”

Os Temas Controversos na Educação Ambiental

“…Estas opiniões têm sido apoiadas por diversas investigações (DORI, TAL e TSAUSHU, 2003;REIS, 1997 REIS, , 1999 REIS, , 2001SADLER e ZEIDLER, 2004;SOLOMON, 1992;ZOHAR e NAMET, 2002). Apesar de todas as evidências empíricas das potencialidades educativas da discussão de questões controversas, estas actividades não fazem parte das experiências educativas da maioria das aulas de ciências, mesmo quando as questões controversas integram os conteúdos curriculares.…”

“…Mais uma vez, a chave deste desenvolvimento reside no confronto interpessoal e intrapessoal de ideias diferentes. Solomon (1992), num estudo efectuado com alunos de 17 anos que frequentavam cursos de Ciência, Tecnologia e Sociedade em 14 escolas inglesas (e que envolveu a gravação áudio e a análise da interacção verbal estabelecida durante a discussão de programas de televisão sobre temas controversos), verificou que a utilização repetida de actividades de discussão em pequeno grupo contribui positivamente para os processos de argumentação e de reflexão, constituindo uma experiência agradável e significativa em termos de aprendizagem. Na sua opinião, a participação real e genuína dos alunos nas discussões (através da partilha de experiências pessoais, bem como de dúvidas e incertezas sobre novos conhecimentos), apoiada num ambiente de confiança, torna este tipo de actividade de tal forma significativo e memorável que, mesmo passadas duas ou mais semanas, os alunos são capazes de relatar opiniões complexas discutidas em grupo.…”