The Relationship of Discipline Background to Upper Secondary Students' Argumentation on Socioscientific Issues

Autor/inn/en	Christenson, Nina; Rundgren, Shu-Nu Chang; Zeidler, Dana L.
Titel	The Relationship of Discipline Background to Upper Secondary Students' Argumentation on Socioscientific Issues
Quelle	In: Research in Science Education, 44 (2014) 4, S.581-601 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-013-9394-6
Schlagwörter	Secondary School Students; STEM Education; Social Sciences; Majors (Students); Persuasive Discourse; Student Educational Objectives; Climate; Nuclear Energy; Consumer Economics; Biotechnology; Rhetorical Invention; Science and Society; Controversial Issues (Course Content); Teaching Methods; Interdisciplinary Approach; Performance Based Assessment; Achievement Gains; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Sekundarschüler; STEM; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Persuasion; Persuasive Kommunikation; Klima; Atomenergie; Kernenergie; Konsumökonomie; Biotechnologie; Controversial issues; Kontroverse; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leistungsermittlung; Achievement gain; Leistungssteigerung; Ausland; Schweden
Abstract	In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students' justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students' argumentation regardless of students' discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10