The University of Southampton
University of Southampton Institutional Repository

Argumentation within societal contexts in chemistry education

Argumentation within societal contexts in chemistry education
Argumentation within societal contexts in chemistry education
In this chapter, we discuss socioscientific issues-based education and the role that argumentation plays within this in the context of chemistry education with two particular aims in mind; the first is to discuss the importance of formulating and developing socioscientific reasoning, and the second is the consideration of the engagement of young people with active citizenship as part of science education in general and chemistry education in particular. We present a pedagogical approach, socioscientific inquiry-based learning (SSIBL), which incorporates socioscientific reasoning and citizenship education within a wider framework of responsible research and innovation and discuss how the SSIBL framework and the concept of ‘Green and Sustainable Chemistry’ could be used to engage students in socioscientific argumentation within chemistry education.
argumentation, socioscientific issues, chemistry education
197-227
Royal Society of Chemistry
Christodoulou, Antri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
Erduran, Sibel
Christodoulou, Antri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
Erduran, Sibel

Christodoulou, Antri and Grace, Marcus (2019) Argumentation within societal contexts in chemistry education. In, Erduran, Sibel (ed.) Argumentation in Chemistry Education: Research, Policy and Practice. (Advances in Chemistry Education Series, , (doi:10.1039/9781788012645-00197)) Royal Society of Chemistry, pp. 197-227. (doi:10.1039/9781788012645-00197).

Record type: Book Section

Abstract

In this chapter, we discuss socioscientific issues-based education and the role that argumentation plays within this in the context of chemistry education with two particular aims in mind; the first is to discuss the importance of formulating and developing socioscientific reasoning, and the second is the consideration of the engagement of young people with active citizenship as part of science education in general and chemistry education in particular. We present a pedagogical approach, socioscientific inquiry-based learning (SSIBL), which incorporates socioscientific reasoning and citizenship education within a wider framework of responsible research and innovation and discuss how the SSIBL framework and the concept of ‘Green and Sustainable Chemistry’ could be used to engage students in socioscientific argumentation within chemistry education.

Full text not available from this repository.

More information

Published date: 15 February 2019
Keywords: argumentation, socioscientific issues, chemistry education

Identifiers

Local EPrints ID: 428487
URI: https://eprints.soton.ac.uk/id/eprint/428487
PURE UUID: d88d0a35-6d37-4e96-b579-46b99db3b936
ORCID for Antri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210

Catalogue record

Date deposited: 28 Feb 2019 17:30
Last modified: 29 Jun 2019 00:31

Export record

Altmetrics

Contributors

Author: Marcus Grace
Editor: Sibel Erduran

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×