NDLI: Identities, social representations and critical thinking

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Authentic science experiences as a vehicle to change students’ orientations toward science and scientific career choices: Learning from the path followed by Brad

Authentic science experiences as a vehicle for assessing orientation towards science and science careers relative to identity and agency: a response to “learning from the path followed by Brad”

Turning the focus from ‘Other’ to science education: exploring the invisibility of Whiteness

Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development

Identities, social representations and critical thinking

Socioscientific issues in science education: labels, reasoning, and transfer

Socio-scientific reasoning influenced by identities

Community and inquiry: journey of a science teacher

Dignifying the educational process through conscientização

Hidden wor(l)ds in science class: conscientization and politicization in science education research and practice

Cultural Studies of Science Education : Volume 4, Issue 2, June 2009

Cultural Studies of Science Education : Volume 4, Issue 1, March 2009

Cultural Studies of Science Education : Volume 3

Cultural Studies of Science Education : Volume 2

Cultural Studies of Science Education : Volume 1

Identities, social representations and critical thinking

Content Provider	Springer Nature Link
Author	López Facal, Ramón Jiménez Aleixandre, María Pilar
Copyright Year	2008
Abstract	This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities; on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications for developing critical thinking and for dealing with SSI in the classrooms are outlined.
Starting Page	689
Ending Page	695
Page Count	7
File Format	PDF
ISSN	18711502
Journal	Cultural Studies of Science Education
Volume Number	4
Issue Number	3
e-ISSN	18711510
Language	English
Publisher	Springer Netherlands
Publisher Date	2008-06-04
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Identities Social representations Critical thinking Evidence evaluation Sociology of Education Science Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Cultural Studies

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