Students’ Uses of Actor-Network Theory to Contextualize Socioscientific Actions

Abstract

Many jurisdictions have urged educators to engage students in decision-making regarding socioscientific issues, such as debates about climate change. Scholars suggest that students also need to take social actions —such as lobbying of power-brokers—to address issues. This latter tack, however, often meets various structural and cultural barriers. Some evidence suggests, however, that student motivation to act can be enhanced when they self-direct secondary and primary research to inform their actions. Nevertheless, motivation to act may or may not be based on adequate premises. In the study reported here, we concluded—based on constant comparative analyses of qualitative data—that students’ engagement in research-informed and negotiated actions to address socioscientific issues can be enhanced through their use of actor-network theory and practices. Implications for promotion of socio-political activism in and through school science are discussed.