Investigating the intertwinement of knowledge, value and experiences of upper secondary students' argumentation concerning socioscientific issues
2016 (English)In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901Article in journal (Refereed) In press
This study aims to explore students' argumentation and decision-making relating to anauthentic socioscientific issue (SSI) - the problem of environmental toxins in fish fromthe Baltic Sea. A multi-disciplinary instructional module, designed in order to developstudents' skills to argue about complex SSI was successfully tested. Seven sciencemajors in the final year of their upper secondary studies participated in this study. Theirargumentation and decision making processes were followed closely and data werecollected during multiple stages of the instructional module: group discussions wereaudio recorded, the participants wrote reports on their decision making, and postexerciseinterviews were conducted with individual students. The analysis focused onthe skill of evaluation demonstrated by the students during the exercise and therelationships between the knowledge, values, and experiences that they used in theirargumentation. Even though all of the students had access to the same informationand agreed on the factual aspects of the issue, they came to different decisions. All ofthe students took counter-arguments and the limitations of their claims into account,and were able to extend their claims where appropriate. However, their decisionsdiffered depending on their background knowledge, values and experiences (i.e. theirintellectual baggage). The implication to SSI teaching and learning is discussed.
Place, publisher, year, edition, pages
socioscientific issues; argumentation skill; upper secondary students; instructional design
Research subject Didactics
IdentifiersURN: urn:nbn:se:su:diva-134960DOI: 10.1007/s11191-016-9859-xOAI: oai:DiVA.org:su-134960DiVA: diva2:1040372