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Science and Media. Who is learning from socio-scientific issues?
Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).ORCID-id: 0000-0001-6389-0686
Malmö högskola, Lärarutbildningen (LUT), Natur-miljö-samhälle (NMS).
2009 (engelsk)Konferansepaper, Poster (with or without abstract) (Annet vitenskapelig)
Abstract [en]

You cannot open a daily newspaper, listen to news on radio or watch TV without meeting numerous examples of topics which include science. They deal with environmental issues, health issues, etc. Such information is often unstructured and ambiguous and poorly contextualized. It raises the question of how young people can be citizens in a complex world, and what role school science has in helping students develop necessary skills, e.g., ability to critically scrutinize information and to make decisions for their personal and professional lives in the future (Ekborg et al. 2009). Working with socio-scientific issues (SSI) is often said to be a successful way to engage pupils in science and make science relevant outside the school context. Work with SSI presupposes, and possibly will develop, students’ competences as problem-solving, information literacy and argumentation. But what pupils does SSI suit? SSI-tasks deal with incomplete information, contain conflicting perspectives and media reports in this field are often biased (Ratcliffe& Grace 2003). This means that pupils need to understand, beside science, the social context to interpret the tasks. They have to be familiar with the public debate (Jarman& McClune2007) Pupils from multicultural schools tend to have lower grades in science than the average (Skolverket2006, Lee & Luykx2007). Language difficulties is not the only reason for the poor results. Also the feeling of exclusion from the Swedish society helps to explain the pattern (Parszyk 1999, Runfors 2003). This indicates that pupils from multicultural schools should have more difficulties working with SSI than pupils from monoculturalschools. They may be lost in translation. The aim is to compare how pupils from multicultural schools and pupils from monoculturalschools experience work with SSI, with focus on scientific citizenship.

sted, utgiver, år, opplag, sider
CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University , 2009.
Emneord [en]
citizenship education, science education, secondary school, socio-scientific issues, multiculturalism
HSV kategori
Identifikatorer
URN: urn:nbn:se:mau:diva-16479Lokal ID: 8749OAI: oai:DiVA.org:mau-16479DiVA, id: diva2:1419993
Konferanse
CiCe Conference, Malmö, Sweden (2009)
Tilgjengelig fra: 2020-03-30 Laget: 2020-03-30 Sist oppdatert: 2022-06-27bibliografisk kontrollert

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