Developing a Pedagogy of Risk in Socio-Scientific Issues

Autor/inn/en	Levinson, Ralph; Kent, Phillip; Pratt, David; Kapadia, Ramesh; Yogui, Cristina
Titel	Developing a Pedagogy of Risk in Socio-Scientific Issues
Quelle	In: Journal of Biological Education, 45 (2011) 3, S.136-142 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2011.576260
Schlagwörter	Feedback (Response); Risk; Computer Software; Science Teachers; Mathematics Teachers; Probability; Teaching Methods; Social Sciences; Science Education; Models; Decision Making; Interdisciplinary Approach; Learner Engagement; Teacher Education; Secondary School Science; Educational Technology + Suchen Sie Ihr Suchwort? Risiko; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Naturwissenschaftliche Bildung; Analogiemodell; Decision-making; Entscheidungsfindung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien
Abstract	The aim of this research is to develop principles for a pedagogy of risk in socio-scientific issues. Risk is challenging to teach because of its contested conceptual basis incorporating epistemic and non-epistemic values, its situated nature and its mathematical basis in probability and statistics. In our project--"Promoting Teachers' Understanding of Risk in Socio-scientific Issues" (TURS)--we have built a set of mature software tools designed through an epistemological analysis of risk and consideration of teaching and learning, as reflected in discussions with teachers. This software provides teachers with tools that enable them to express what they see as the significant issues, giving feedback for them to re-draft their models in the light of the consequences of their decisions. Pairs of science and mathematics teachers have modelled a scenario based on personal decision-making for a surgical intervention. Inductive analysis of teacher dialogue has generated four key findings: teaching risk lends itself to a multi-disciplinary approach; recognition of the multi-dimensional nature of risk can be elicited through engagement with contextualised biological dilemmas; use of executable models promotes discussion of the complexity of risk, and expressive tools can be designed which support coordinated analysis of the multi-dimensional nature of risk. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10