Socio-Scientific Reasoning Influenced by Identities

Autor/inn/en	Simonneaux, Laurence; Simonneaux, Jean
Titel	Socio-Scientific Reasoning Influenced by Identities
Quelle	In: Cultural Studies of Science Education, 4 (2009) 3, S.705-711 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-008-9145-6
Schlagwörter	Foreign Countries; Critical Thinking; Problem Solving; Student Attitudes; Self Concept; Concept Formation; Values; Cultural Context; Social Environment; Educational Environment; Evidence; Research Methodology; Science Education; Scientific Principles; Scientific Concepts; Social Discrimination + Suchen Sie Ihr Suchwort? Ausland; Kritisches Denken; Problemlösen; Schülerverhalten; Selbstkonzept; Concept learning; Begriffsbildung; Wertbegriff; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Evidenz; Research method; Forschungsmethode; Naturwissenschaftliche Bildung; Soziale Benachteiligung; Soziale Schließung
Abstract	Based on the comments by Lopez-Facal and Jimenez-Aleixandre, we consider that the cultural identities within Europe interfere with the question of the re-introduction of the Slovenian bear, generating a kind of "discrimination." When the SAQs under debate run against the students' systems of value, it seems that the closer the connection between the SAQs (socially acute questions) and the territorial and cultural identity, the more deeply the associated systems of values are affected; and the more the evidence is denied, the weaker the socio-scientific reasoning becomes. This result shows the importance of attempting to get the students to clarify the values underlying their socio-scientific reasoning. As Sadler observed, there was no transfer of socio-scientific reasoning on the three questions considered; each SAQ, as they are deeply related to social representations and identity, generated a specific line of reasoning balancing more or less each operation. Among various methods of teaching SAQs--problematizing, genetic, doctrinal and praxeological methods--socio-scientific reasoning may be a complex activity of problematization fostering the development of critical thinking. Confronted with the refusal to analyse the evidence in the case of the bear, and because of the nature of SAQs, we explore the notion of "tangible" proof. We think it is relevant to study, together with the students, the processes of investigation used by the actors to establish or "disestablish" tangible proof on SAQs by analysing the intermediary states of the systems of proof, and possibly the "weak signals" which result in calling for the implementation of the precautionary principle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10