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

Please wait, while we are loading the content...

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

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

Content Provider	Springer Nature Link
Author	Sadler, Troy D.
Copyright Year	2008
Abstract	This paper provides a critical analysis of some of the issues raised in Simonneaux and Simonneaux’s analysis of socioscientific reasoning among a group of university level students negotiating three socioscientific issues. I first discuss the labels used to reference approaches in science education that prioritize socially relevant issues and the science related to these issues. I draw distinctions between approaches labeled science-technology-society (STS), the socioscientific issues framework, and les questions socialement vives (socially acute questions), which Simonneaux and Simonneaux introduce. Next, I discuss ways in which Simonneaux and Simonneaux’s use socioscientific reasoning as an analytic construct varies with respect to its initial conceptualization. The primary distinctions include linguistic inconsistencies and the conceptual differences these language choices confer, expansion of the construct to subsume a broader range of practices, and issues related to unit of analysis (i.e., applying socioscientific reasoning as an analytic resource for assessing individual practice vs. group patterns). Finally, the issue of transfer of socioscientific reasoning is addressed. When considering the extent to which and how students leverage experiences and practice relative to the exploration of one socioscientific issue to inform their negotiation of another, I suggest that researchers and practitioners consider the distinction between the content of arguments advanced and underlying reasoning patterns. The tension between embedding science in meaningful, specific contexts and promoting forms of scientific literacy applicable to diverse, socially-relevant issues emerges as an important point of emphasis for educators interested in the socioscientific issues (or socially acute questions) movement.
Starting Page	697
Ending Page	703
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	Socioscientific issues Science-technology-society (STS) Reasoning Transfer Scientific literacy Sociology of Education Science Education Education (general)
Content Type	Text
Resource Type	Article
Subject	Cultural Studies

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

Teaching socioscientific issues: classroom culture and students’ performances

STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response

What Do Students Gain by Engaging in Socioscientific Inquiry?

Using our Heads and HARTSS: Developing Perspective-Taking Skills for Socioscientific Reasoning (Humanities, ARTs, and Social Sciences)

A new type of debate for global warming and scientific literacy

A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science

Socio-scientific reasoning influenced by identities

ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES

What students and researchers in nanoscience and nanotechnology should know about PUS and STS: a look at Fages and Albe’s viewpoint on social issues in nanoscience and nanotechnology Master’s degrees

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

Similar Documents

Teaching socioscientific issues: classroom culture and students’ performances

STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response

What Do Students Gain by Engaging in Socioscientific Inquiry?

Using our Heads and HARTSS*: Developing Perspective-Taking Skills for Socioscientific Reasoning (*Humanities, ARTs, and Social Sciences)

A new type of debate for global warming and scientific literacy

A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science

Socio-scientific reasoning influenced by identities

ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES

What students and researchers in nanoscience and nanotechnology should know about PUS and STS: a look at Fages and Albe’s viewpoint on social issues in nanoscience and nanotechnology Master’s degrees

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

Using our Heads and HARTSS: Developing Perspective-Taking Skills for Socioscientific Reasoning (Humanities, ARTs, and Social Sciences)