Abstract
Based upon a socio-scientific approach to genetic engineering, this paper looks at the social dilemmas and socio-ethical questions associated with its use in today’s society. With a view to improving a pupil’s ability to analyse his/ her own arguments and consolidate his/ her argumentative position, a socio-ethical question was inserted during a debate centred round the fictive subject of pre-natal testing for drepanocytosis in Tunisia. For a better understanding of the mental work behind the pupils’ words, their arguments were analysed using Grize’s theory of logico-discursive operations. The results showed how important the oral aspect of exchanging arguments was in both knowledge building and activation in learners. Following the debate a majority of pupils were willing to accept testing but remained firmly against abortion citing principally religious, social and ethical reasons.
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