Digital Technology to Support Students' Socioscientific Reasoning about eEnvironmental Issues

Autor/inn/en	Morin, Olivier; Simonneaux, Laurence; Simonneaux, Jean; Tytler, Russell
Titel	Digital Technology to Support Students' Socioscientific Reasoning about eEnvironmental Issues
Quelle	In: Journal of Biological Education, 47 (2013) 3, S.157-165 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2013.821748
Schlagwörter	Technology Uses in Education; Thinking Skills; Science and Society; Environmental Education; Interaction; Communities of Practice; Group Discussion; Controversial Issues (Course Content); Critical Thinking; Cross Cultural Studies; Scientific Literacy; Discourse Analysis; Group Dynamics; Computer Mediated Communication; Interdisciplinary Approach; Expertise; Cooperative Learning; Foreign Countries; Qualitative Research; Australia; France + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Denkfähigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Interaktion; Community; Gruppendiskussion; Controversial issues; Kontroverse; Kritisches Denken; Cultural comparison; Kulturvergleich; Diskursanalyse; Gruppendynamik; Computerkonferenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Expert appraisal; Kooperatives Lernen; Ausland; Qualitative Forschung; Australien; Frankreich
Abstract	Scientific expertise and outcomes often give rise to controversy. An educational response that equips students to take part in such discussions is the teaching of socially acute questions (SAQs). With SAQs, the understanding of uncertainty, risk and how knowledge is developed is central. This study explores the way in which students from different disciplines and different continents are brought together via a digital platform to explore SAQs about environmental issues (a green algae outbreak linked to release of fertilisers along the coast of Brittany; the construction of a desalination plant near Melbourne to produce freshwater; and changes in meat consumption on a global scale, with regard to population projections in 2050). We have developed frameworks for looking at the quality of the collective reasoning and at the nature of students' interactions, so that we can analyse the organisation of the learning communities and the building of collegial expertise. The results show that interdisciplinary discussions, especially on an international scale, foster the understanding of complex situations. In this paper, we discuss the modalities of one didactic scenario to enhance critical thinking and collaborative work, and to provide space for learners to support argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10