Learning Democratic Participation? Meaning-Making in Discussion of Socioscientific Issues in Science Education

Autor/inn/en	Ottander, Katarina; Simon, Shirley
Titel	Learning Democratic Participation? Meaning-Making in Discussion of Socioscientific Issues in Science Education
Quelle	In: International Journal of Science Education, 43 (2021) 12, S.1895-1925 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ottander, Katarina) ORCID (Simon, Shirley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1946200
Schlagwörter	Group Discussion; Science and Society; Science Education; Scientific Literacy; Citizenship Education; Democracy; Ideology; Citizen Participation; Problem Solving; Decision Making; Sustainable Development; Conservation (Environment); High School Students; Adolescents; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Gruppendiskussion; Naturwissenschaftliche Bildung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Ideologie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Problemlösen; Decision-making; Entscheidungsfindung; Nachhaltige Entwicklung; Conservation; Environment; Konservierung; Bewahung; Umwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Schweden
Abstract	Learning democratic participation as future citizens is an important goal for science education for all students. To take part in debates and decision-making involving socioscientific issues, such as sustainability, students need to become aware of different positions and dilemmas regarding such issues. This study seeks to understand how democratic participation is constructed by 45 student participants aged 16 years, for whom science is not the main course of study. Students worked in small groups on tasks that involved discussion of two different socioscientific issues. The analysis of student discourse used a theoretical perspective from discursive psychology, and shows how students deal with ideological dilemmas and resolve different positions within their discussions. Five 'interpretative repertoires' were identified from student talk illustrating the dilemmas occurring in the specific SSIs and also the function of science within the discussion. Through identifying interpretative repertoires used by the students, the stances they take and the function of science in their discussions, the study sheds light on how democratic participation can be learnt in a science education context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01