Socioscientific Issues via Controversy Mapping: Bringing Actor-Network Theory into the Science Classroom with Digital Technology

Autor/inn/en	Elam, Mark; Solli, Anne; Mäkitalo, Åsa
Titel	Socioscientific Issues via Controversy Mapping: Bringing Actor-Network Theory into the Science Classroom with Digital Technology
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 1, S.61-77 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2018.1549704
Schlagwörter	Foreign Countries; Science and Society; Controversial Issues (Course Content); Concept Mapping; Social Theories; Citizenship Education; Science Education; Interdisciplinary Approach; Technology Uses in Education; Secondary School Science; Secondary School Students; Science Instruction; Teaching Methods; Instructional Innovation; Technological Literacy; Scientific Literacy; Sweden + Suchen Sie Ihr Suchwort? Ausland; Controversial issues; Kontroverse; Concept Map; Gesellschaftstheorie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Naturwissenschaftliche Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Technisches Wissen; Schweden
Abstract	What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called "controversy mapping", has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01