Socio-scientific Topics Research Articles

Güncel Sosyobilimsel Konulara Yönelik Sistem Dinamiği Temelli Kurulan Öğrenci Modellerinin Değerlendirilmesi

AbstractThis study aims to 1) enable primary school students to develop models that will help them understand and analyze a system, through a learning process based on system dynamics approach, 2) examine and evaluate students' models related to socio-scientific issues using certain criteria. The research method used is a case study. The study sample consists of 10 primary school students, grades seven and eight. Students were first informed about the theoretical background of system dynamics approach, arid then some applications were conducted using sample scenarios to show how to model a system with the Stella program. This experimental study lasted one hour for 14 weeks. For the last 8 weeks, students chose one of the previously determined topics and worked on developing a model based on system dynamics using the Stella program. Recordings of the models students had developed arid interviews conducted with them were analyzed based on five criteria (using the correct concepts in the model, determining arid using the variables, determining the relationship between the variables, locating numerical parameters, and creating and interpreting graphs). In addition, semi-constructed interviews and records by the observing teacher were analyzed and evaluated in relation to the models students had developed. Analytical results revealed that students had difficulty in determining the stock and flow in a system, could not easily perceive the system as a whole, and were unable correctly to form a relationship among various aspects of the system. However, students' interest in the topics they were working on increased while developing the model.KeywordsSystem Dynamics, Model Development, Stella Program, Socio-scientific Issues.Children, who are curious and enthusiastic about research and discovery in the earlier stages of their lives, gradually lose these characteristics as they mature. This is a most crucial concern in education. The current educational system fails to properly foster children's imagination and eagerness to learn. In the new curriculum, the Ministry of Education (Milli Egitim Bakanligi [MEB], 2006) aims to solve this problem with the help of student-centered teaching methods, based on constructivist learning. Hence the Science and Technology Curriculum aims to transform students into inquisitive individuals who can solve problems, make the right decisions, understand, use, and develop new technology-all of this while preserving their eagerness to learn throughout their lives (MEB, 2006).To achieve these aims, socio-scientific topics should also be included in the curriculum, in addition to building the theoretical background related to science and technology subjects. This way, students can develop social awareness related to these subjects and use technology effectively (Ramsey, 1993; Sadler, 2011; Zoller, 1987).Socio-scientific topics help students develop responsibility about economic, political, social, and ethical issues related to science. They can also be used as tools to enhance students' critical thinking and decision-making skills (Lee, 2007; Pedretti, 1999). Socio-scientific topics are issues with social dimensions, debated among scientists. These topics involve moral beliefs and values' effectiveness in decision-making processes and risk-benefit analysis (Ratcliffe & Grace, 2003). Some examples of these topics are genetically modified foods, global warming, cloning, and nuclear energy (Sadler, 2011).Zeidler, Walker, Ackett, & Simmons (2002) have observed that incorporating such topics in science lessons increases students' scientific literacy and facilitates conceptual learning. These topics also develop critical thinking, inquiry, and argumentation skills (Sadler & Zeidler, 2004; Zohar & Nemet, 2002). With the help of this study, presumably, working on real socio-scientific issues while developing models based on system dynamics will enable students to understand the system thoroughly. …

Challenges and Remedies for Identifying and Classifying Argumentation Schemes

The development of a framework for coding argumentations schemes in the transcripts of classroom dialogical deliberations on controversial, socioscientific topics is described. Arriving at a coding framework involved resolving a number of complex issues and challenges that are discussed in order to create practical remedies. The description of the development process is based on audio recordings and written exchanges between the authors as they attempted to resolve differences in the interpretation and application of argumentation schemes (Walton et al. 2008). These deliberations address theoretical and practical concerns for adapting notions of argumentation schemes to the practical context of analyzing authentic classroom interactions. The framework was developed to accommodate research and curriculum development in school science education. A practical framework for analyzing argumentation in authentic classroom contexts is proposed and implications for science education and argumentation theory are raised.

Enculturación científica a partir de la argumentación: una cuestión sociocientífica (CSC) sobre implantes estéticos

This paper presents partial results about the implementation of the thesis for obtaining the degree in chemistry teacher, entitled “scientific enculturation based on the argumentation: a socio-scientific question on aesthetic implant”. It was developed in a neighborhood from Bogota city, Colombia, through a teaching sequence. The proposal stems from the need to articulate scientific literature with the teaching of chemistry since controversial situations that allow strengthening both, argumentative skills and civic education. So, students can generate scientific reasoning, ethical and moral on this and other socio-scientific topics.

Using an Agent-Based Modeling Simulation and Game to Teach Socio-Scientific Topics

In our modern world, where science, technology and society are tightly interwoven, it is essential that all students be able to evaluate scientific evidence and make informed decisions. Energy Choices, an agent-based simulation with a multiplayer game interface, was developed as a learning tool that models the interdependencies between the energy choices that are made, growth in local economies, and climate change on a global scale. This paper presents the results of pilot testing Energy Choices in two different settings, using two different modes of delivery.

Tackling Tough Topics: Using Socio-Scientific Issues to Help Museum Visitors Participate in Democratic Dialogue and Increase Their Understandings of Current Science and Technology

In a world of increasing scientific and technological complexity, where science and technology play an expanding role in our lives, there is need for a democratic citizenry that is skilled at discussing and making choices that are informed by science and shaped by individual and collective values. Although an oft argued rationale for teaching science is the need for informed citizens, few have connected science education goals to democratic dialogue. At the Museum of Science, taking on this task—to promote democratic dialogue and teach the public about current science and technology—has meant a change in our approach to science education over the past decade. We know that creating an informed citizenry prepared to address today's challenges requires educating the public about cutting edge science and technology research connected to the issues of the day, but it also requires moving beyond a public understanding of science model to a public engagement with science model in which the public's expertise, values, and personal experience are respected, explored, and discussed. Socio-scientific topics ranging from “Under what conditions should nanotechnology in medicine and personal care products be made available to the public?” to “Should parents be able make decisions about their future child based upon their genetic sequence?” have proven to be an effective means to achieve the goals of public engagement mode. In the projects detailed here, we show how and why they also prove effective as a means by which science museums can promote democratic dialogue and learning about current science and technology.

Tackling Tough Topics: Using Socio-Scientific Issues to Help Museum Visitors Participate in Democratic Dialogue and Increase Their Understandings of Current Science and Technology

In a world of increasing scientific and technological complexity, where science and technology play an expanding role in our lives, there is need for a democratic citizenry that is skilled at discussing and making choices that are informed by science and shaped by individual and collective values. Although an oft argued rationale for teaching science is the need for informed citizens, few have connected science education goals to democratic dialogue. At the Museum of Science, taking on this task—to promote democratic dialogue and teach the public about current science and technology—has meant a change in our approach to science education over the past decade. We know that creating an informed citizenry prepared to address today's challenges requires educating the public about cutting edge science and technology research connected to the issues of the day, but it also requires moving beyond a public understanding of science model to a public engagement with science model in which the public's expertise, values, and personal experience are respected, explored, and discussed. Socio-scientific topics ranging from “Under what conditions should nanotechnology in medicine and personal care products be made available to the public?” to “Should parents be able make decisions about their future child based upon their genetic sequence?” have proven to be an effective means to achieve the goals of public engagement mode. In the projects detailed here, we show how and why they also prove effective as a means by which science museums can promote democratic dialogue and learning about current science and technology.

Searching the Web for conflicting topics: Page and user factors

Web users tend to search only the pages displayed at the top of the search engine results page (the ‘top link’ heuristic). Although it might be reasonable to use this heuristic to navigate simple and unambiguous facts, it might be risky when searching for conflicting socio-scientific topics, such as potential measures to reduce greenhouse gas emissions. In the present study, we explored the extent to which students consider other Web page characteristics, such as topic relevance and trustworthiness, when searching and bookmarking pages concerning a conflicting topic. We also examined the extent to which prior background knowledge moderates students’ behavior. The results revealed that while the study participants actually used a ‘top link’ heuristic to navigate the results, they engaged in more systematic processes to bookmark pages for further study. Furthermore, the students’ background knowledge was related to the assessment of Web page trustworthiness. We discuss these results from the perspective of a dual-processing model.

Citizenship Education and Socioscientific Issues: Implicit Concept of Citizenship in the Curriculum, Views of French Middle School Teachers

The educative goal of citizenship education through science education converges to the declared purpose of the SSI research movement. Socioscientific issues formulated in science education research covering topics as biotechnology, environmental issues, sustainable development, energy choices, have been introduced in French Middle Schools. But citizenship is often not clarified and can be multiple. After having clarified who is the citizen targeted by SSI research movement, the concept of citizen in the French curriculum needs to be clarify. What do these citizens have in common with the citizen that a sociology literature review let see oscillating between obedience and critical thinking has also been investigated. The paper also looks at the teachers’ views and their contribution to citizenship education through socioscientific topics described in the national curriculum. From the analysis, different teachers’ views of citizenship education have been highlighted: a normative citizenship education in connection with civility and rules and an emancipatory citizenship education to develop pupils’ skills such as searching and evaluating information, argumentation and critical thinking in order to enable pupils to build their own argued opinion and to participate to public debates. This last emancipatory view of citizenship education is congruent with the aim of social empowerment within the SSI research movement.