When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue

Research in Science Education (Impact Factor: 1.34). 01/2007; 38(1):67-90. DOI: 10.1007/s11165-007-9040-2


Socio-scientific issues in class have been proposed in an effort to democratise science in society. A micro-ethnographic approach
has been used to explore how students elaborate arguments on a socio-scientific controversy in the context of small group
discussions. Several processes of group argumentation have been identified. Students’ arguments were elaborated from scientific
data, common ideas and epistemological and strategic considerations. Students’ social interactions influenced the patterns
of argumentation elaborated within the group discussions. Implications of this study for the teaching of socio-scientific
issues in class are discussed.

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    • ") emphasized that the argumentation, analysis and knowledge-based decision making skills of students regarding SSI need to be improved because these skills are important components of scientific literacy. Many studies utilizing SSI report that such contexts improve a student's conceptual understanding (Klosterman & Sadler, 2010), attract their interest (Albe, 2008; Zeidler, Sadler, Applebaum, & Callahan, 2009), provide additional motivation for learning (Parchmann, Gräsel, Baer, Nentwig, Demuth, & Ralle, 2006), and improve their epistemological development (Zeidler et al., 2009) and attitudes towards science (Lee & Erdogan, 2007). "
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    ABSTRACT: The purpose of this study is to identify the foci and results of studies on socioscientific issues (SSI) conducted in Turkey. Additionally, the study aimed to compare the results of this study with ones conducted internationally. For this aim, a literary review of empirical studies related to SSI conducted in Turkey was carried out. Four criteria were used to identify the research studies included in this review: studies which are contemporary (2002- 2012), were conducted in Turkey (sampling Turkish populations), which focus on SSI in science education, and which used first-hand data gathered through empirical investigations. Related databases were searched using “SSI and Turkey” and “SSI and Turkish” keywords in both English and Turkish. The search resulted in 13 empirical research articles and 17 Master’s and Doctoral theses. After the initial review of the studies based on the established criteria, 11 articles and 13 theses were identified for inclusion in this review. The results showed that SSI related studies conducted in Turkey, similar to international studies, have two roles. While the aim was to teach SSI in some studies, in other studies, SSI were used as a context to reach other broader, science education related aims. Studies mostly focused on the knowledge of pre-service science teachers regarding various SSI, the self-efficacy beliefs of teaching and the informal reasoning skills in the context of SSI. The majority of the studies were master’s theses. Another important point that needs to be paid attention to is that SSI related studies in Turkey tended to employ quantitative methods while very few studies utilized in-depth qualitative methods.
    Educational Sciences: Theory and Practice 11/2014; DOI:10.12738/estp.2014.6.2226 · 0.29 Impact Factor
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    • "Within the framework of more societal-oriented science education one sub-set of innovations focuses the use of socio-scientific issues (SSI) in the science classroom (Sadler, 2004, 2011; Zeidler, Sadler, Simmons, & Howes, 2005). SSI's should not only serve as a motivating context for science learning, but also as a catalyst to promote general educational skills through science education , especially argumentation and decision making skills (Albe, 2008; Simon & Amos, 2011). "
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    ABSTRACT: In our everyday lives we are surrounded by advertising in its various forms. Thus in the school context it is not surprising that the issue of advertising is addressed by different subjects, with the main foci being dvertising-specific language, images and illustrations, use of stereotypes, strategies of persuasion etc. But advertising also contains factual information, being explicit or implicit, to make a campaign more credible and underline the effectiveness of a certain product. Dealing with the use of factual information in advertising critically is important for the consumer. For many products this information is derived from science and technology. Understanding the science in and behind advertising is necessary to become a critical consumer. Learning about the use of science in advertising also allows promoting societal-oriented communication and decision making skills in the science classroom. Unfortunately, only a few examples on the use of advertising in the science classroom exist. This paper provides a justification for the use of advertising in science education. Examples from the classroom developed in the framework of the PROFILES-project are provided by way of illustration.
    Center for Educational Policy Studies Journal 04/2014; 4(1):31-49.
    • "The students' disciplinary knowledge partly determined the range and extent of their ability to engage in the socioscientific issues but was not necessarily used in deliberations. Albe (2008) drew from sociolinguistics to show the importance of French secondary students' understanding of the social and often controversial nature of scientific knowledge in its construction, not just when applied to a social controversy— in this case, the possible dangers of uses of mobile telephones . This study noted the importance of developing students' epistemological orientation and knowledge along with the conceptual and social goals of science teaching. "

    Handbook of research on science education, volume 2, 2 edited by N. G. Lederman & S. K. Abell, 01/2014: chapter Discourse practices in science learning and teaching: pages 321-336; Lawrence Erlbaum Associates., ISBN: 978-0-415-6255-3
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