Toward socio-scientific participation: changing culture in the science classroom and much more

Abstract

In response to Tali and Yarden’s presentation of their efforts to teach socioscientific issues, the discussants address issues of authentic versus simulated activities; teachers as learners or co-creators with their students; educating people to contribute to science-based decisionmaking; the development of such socioscientific competence; the relationship between group or participatory processes and individual development; framing real world cases for every age of student; making space to delve into the historical and social background to any scientific theory, practice, or application; educating teachers who can coach students in socioscientific inquiry; and facing off against the traditional and resurgent emphasis on highstakes, content-oriented testing of students in science.