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Experience-Based Teaching and Learning of Socioscientific Issues
Institutionen för Kemi och biomedicin, Karlstads universitet. (SMEER)
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2012 (English)Conference paper, Poster (Refereed)
Abstract [en]

With the emergence of socioscientific issues (SSIs) like GMO, global warming and the use of nuclear power plants, SSI-research has become one of the main trends in science education. During the past decade, researchers indicate that SSIs are suitable contexts to promote students’ argumentation skills, to achieve the goal of scientific literacy and even to enhance students’ learning interests toward sciences. Evidently, SSI-research shows the importance of its continuation. To date, most of the research focuses on how students’ argue in different SSI topics, but this paper highlights the importance of shifting the main focus from individual student’s argumentation on SSIs to teaching contexts. The SEE-SEP model (with six subject areas and three aspects of value, knowledge and personal experiences) was developed to analyze the resources of students’ supporting reasons in their argumentation. From former research using the SEE-SEP model, it was disclosed that the value aspect dominated students’ argumentation on different SSIs. We argue that, if value-laden argumentation is an essential part of SSI-teaching, teachers need to work on engaging students with various forms of experiences (from low to high authenticity) to develop students’ values towards SSIs. Hence, an experience-based SSI teaching and learning model is suggested in the paper to develop students’ different values on SSI topics, which can contribute to their interests in SSIs as well as competency as citizens of our future society.

Place, publisher, year, edition, pages
Keyword [en]
SSI, Experience, Value education
National Category
Social Sciences Didactics
Research subject
URN: urn:nbn:se:su:diva-80865OAI: diva2:557899
ERIDOB 2012, Berlin/Tyskland
Available from: 2012-10-01 Created: 2012-10-01 Last updated: 2013-08-19Bibliographically approved

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Rundgren, Carl-Johan
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