Mapping controversies: a pedagogical approach for communicatng about socioscientific issues
Mapping controversies: a pedagogical approach for communicatng about socioscientific issues
The aim of this study was to investigate how a pedagogical approach designed to promote productive discourse and undistorted communication (Habermas, 1984) can enable secondary school students to communicate about socioscientific issues (SSIs). A small-scale qualitative study design was employed to explore how a group of 13 Biology school students communicated about the badger – cattle controversy in the UK and the types of knowledge they use in this process. A pedagogical approach based on mapping controversies in combination with asynchronous online communication was designed and implemented across 3 lessons in order to facilitate the communication process amongst the students. The approach followed three stages: (a) familiarisation stage where mapping controversies was used as a tool for students to explore their knowledge, ideas and positioning in relation to the SSI, (b) exploration stage where students engaged in an asynchronous online exchange (blog) to discuss the issue and identify solutions, and (c) consolidation stage, where mapping controversies was again utilised, as a way to establish student knowledge and understanding. Our findings suggest that the approach was effective. The maps during the consolidation phase were conceptually different, showing that students had a more developed understanding of the complexity of the SSI. The themes found during the consolidation phase where extensively discussed during the exploration phrase. Students’ exploration of the issue during the online exchange allowed them to elaborate on their views and thinking, to question each other, and to draw on a range of knowledge types in their attempt to decide what should be done about the controversy. Implications for classroom practice and teacher education are discussed.
socioscientific issues, secondary school, teaching learning sequences
Christodoulou, Andri
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Grace, Marcus
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Levinson, Ralph
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Rietdijk, Willeke
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21 August 2017
Christodoulou, Andri
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Grace, Marcus
bb019e62-4134-4f74-9e2c-d235a6f89b97
Levinson, Ralph
f36122a4-e28c-450a-87d7-c641185560b6
Rietdijk, Willeke
0edd8cf8-a325-43d0-9b08-2268c9e7b7f4
Christodoulou, Andri, Grace, Marcus, Levinson, Ralph and Rietdijk, Willeke
(2017)
Mapping controversies: a pedagogical approach for communicatng about socioscientific issues.
European Science Education Research Association 2017, Dublin City University, Dublin, Ireland.
21 - 25 Aug 2017.
Record type:
Conference or Workshop Item
(Poster)
Abstract
The aim of this study was to investigate how a pedagogical approach designed to promote productive discourse and undistorted communication (Habermas, 1984) can enable secondary school students to communicate about socioscientific issues (SSIs). A small-scale qualitative study design was employed to explore how a group of 13 Biology school students communicated about the badger – cattle controversy in the UK and the types of knowledge they use in this process. A pedagogical approach based on mapping controversies in combination with asynchronous online communication was designed and implemented across 3 lessons in order to facilitate the communication process amongst the students. The approach followed three stages: (a) familiarisation stage where mapping controversies was used as a tool for students to explore their knowledge, ideas and positioning in relation to the SSI, (b) exploration stage where students engaged in an asynchronous online exchange (blog) to discuss the issue and identify solutions, and (c) consolidation stage, where mapping controversies was again utilised, as a way to establish student knowledge and understanding. Our findings suggest that the approach was effective. The maps during the consolidation phase were conceptually different, showing that students had a more developed understanding of the complexity of the SSI. The themes found during the consolidation phase where extensively discussed during the exploration phrase. Students’ exploration of the issue during the online exchange allowed them to elaborate on their views and thinking, to question each other, and to draw on a range of knowledge types in their attempt to decide what should be done about the controversy. Implications for classroom practice and teacher education are discussed.
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poster_ESERA 2017
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Published date: 21 August 2017
Venue - Dates:
European Science Education Research Association 2017, Dublin City University, Dublin, Ireland, 2017-08-21 - 2017-08-25
Keywords:
socioscientific issues, secondary school, teaching learning sequences
Identifiers
Local EPrints ID: 451853
URI: http://eprints.soton.ac.uk/id/eprint/451853
PURE UUID: 34e0c8e8-c4b3-45de-858e-685d753b9564
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Date deposited: 01 Nov 2021 17:31
Last modified: 17 Mar 2024 03:26
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Contributors
Author:
Ralph Levinson
Author:
Willeke Rietdijk
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