A Pedagogical Model for Ethical Inquiry into Socioscientific Issues in Science

Autor/inn/en	Saunders, Kathryn J.; Rennie, Leonie J.
Titel	A Pedagogical Model for Ethical Inquiry into Socioscientific Issues in Science
Quelle	In: Research in Science Education, 43 (2013) 1, S.253-274 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9248-z
Schlagwörter	Science Teachers; Science and Society; Controversial Issues (Course Content); Scientific Literacy; Problems; Decision Making Skills; Access to Information; Teaching Models; Scaffolding (Teaching Technique); Ethics; World Views; Cultural Pluralism + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Controversial issues; Kontroverse; Problemsituation; Lehrmodell; Ethik; World view; Weltanschauung; Kulturpluralismus
Abstract	Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today's increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10