When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students' Argumentation in Group Discussions on a Socio-Scientific Issue

Autor/in	Albe, Virginie
Titel	When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students' Argumentation in Group Discussions on a Socio-Scientific Issue
Quelle	In: Research in Science Education, 38 (2008) 1, S.67-90 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-007-9040-2
Schlagwörter	Persuasive Discourse; Science and Society; Sciences; Group Discussion; Educational Strategies; Teaching Methods; Student Attitudes; Interpersonal Relationship; Science Education + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Science; Wissenschaft; Gruppendiskussion; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Naturwissenschaftliche Bildung
Abstract	Socio-scientific issues in class have been proposed in an effort to democratise science in society. A micro-ethnographic approach has been used to explore how students elaborate arguments on a socio-scientific controversy in the context of small group discussions. Several processes of group argumentation have been identified. Students' arguments were elaborated from scientific data, common ideas and epistemological and strategic considerations. Students' social interactions influenced the patterns of argumentation elaborated within the group discussions. Implications of this study for the teaching of socio-scientific issues in class are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10