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
15 February 2019
Christodoulou, Antri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
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)
Royal Society of Chemistry, .
(doi:10.1039/9781788012645-00197).
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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.
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Published date: 15 February 2019
Keywords:
argumentation, socioscientific issues, chemistry education
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Local EPrints ID: 428487
URI: http://eprints.soton.ac.uk/id/eprint/428487
PURE UUID: d88d0a35-6d37-4e96-b579-46b99db3b936
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Date deposited: 28 Feb 2019 17:30
Last modified: 16 Mar 2024 04:08
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Editor:
Sibel Erduran
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