The Reasoned Arguments of a Group of Future Biotechnology Technicians on a Controversial Socio-Scientific Issue: Human Gene Therapy

Autor/inn/en	Simonneaux, Laurence; Chouchane, Habib
Titel	The Reasoned Arguments of a Group of Future Biotechnology Technicians on a Controversial Socio-Scientific Issue: Human Gene Therapy
Quelle	In: Journal of Biological Education, 45 (2011) 3, S.150-157 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2011.582878
Schlagwörter	Controversial Issues (Course Content); Criticism; Genetics; Biotechnology; Molecular Biology; Therapy; College Science; Discourse Analysis; Experiments; Foreign Countries; Science Education; Teaching Methods; Debate; France + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Kritik; Humangenetik; Biotechnologie; Molekularbiologie; Therapie; Diskursanalyse; Erprobung; Ausland; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Debating; Streitgespräch; Frankreich
Abstract	We tried to determine the reasoning behind the stances taken by a group of 19-21-year-old students on the controversial issue of the feasibility and acceptability of human gene therapy. The students were in training at a biotechnology institute. We organised classroom debates, punctuated by phases of epistemological "disturbances". We used a variety of resources from authentic genetic therapy cases. We also worked on the reconsideration of Crick's model on the basis of recent results in molecular genetics and genomics. We stimulated critical analysis by presenting texts on the failure of gene therapies. This also encouraged the students to evaluate the empirical evidence, in the light of current molecular biology data that challenges Crick's dogma. We observed an increase in the intensity of the argumentation. According to Habermas, in all the didactic situations forms of communicative action are used less frequently, whereas forms of strategic action are the most prevalent. However, we found that in the case of the final situation, the students' discourse was more in keeping with communicative action than in the other situations. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10