NDLI: Reframing and Articulating Socio-scientific Classroom Discourses on Genetic Testing from an STS Perspective

Content Provider	Springer Nature Link
Author	Boerwinkel, Dirk Jan Swierstra, Tsjalling Waarlo, Arend Jan
Copyright Year	2012
Abstract	In recent decades, Science & Technology Studies (STS) have revealed the dynamic interaction between science and technology and society. Technology development is not an autonomous process and its artifacts are not socially inert. Society and technology shape each other. Technologies often have ‘soft impacts’ in terms of unpredicted side effects on individuals and society. Nevertheless, current societal discourse on technological innovations is still dominated by ‘hard impacts’ such as quantifiable risks for health, safety and the environment. Furthermore, participants in socio-scientific discourses often underestimate their agency in influencing technological innovations, and at the same time overestimate their freedom of choice to use a technology. Past debates on technological innovations have shown how these debates were framed and often caught in fruitless discourse patterns or arguments. Interventionist STS research experiments with solutions to this problem. Assuming that an STS perspective is helpful in reframing and articulating socio-scientific classroom discourses, the case of genetic testing is used to explore this. An important positive ‘hard impact’ of genetic testing is disease prevention. However, this is put into perspective by addressing ‘soft impacts’ such as limited access to certain careers based on genetic risk and changes in the conception of health and the perception of responsibility for one’s health. Discussion stoppers such as ‘playing God’ or ‘We can’t stop technological advancement’ can be challenged through uncovering underlying assumptions. The use of narratives and future scenarios in classrooms seems fruitful in provoking imagination and engaging students in public debates on technological innovations.
Starting Page	485
Ending Page	507
Page Count	23
File Format	PDF
ISSN	09267220
Journal	Science & Education
Volume Number	23
Issue Number	2
e-ISSN	15731901
Language	English
Publisher	Springer Netherlands
Publisher Date	2012-08-24
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Science Education Philosophy of Science History Interdisciplinary Studies
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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