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Science for Life - a conceptual framework for modelling socio-scientific cases
Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
2008 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this paper is to describe the development of a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases (SSI). This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI in science. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are most influential on interest and learning in work with SSI in secondary school. The six components were chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. Six socio-scientific cases were constructed which will be discussed. They are relevant according to characteristics of SSI and to the national curriculum. The framework consists of a matrix with the six components and six cases. It is possible to find variants within each component. Here follows a brief description of the components and the cases. Components 1. Starting point- the authentic setting. It can be fictive and non-fictive e.g. TV-programme or novel. 2. School science subject 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. media power, economy, ethics. 5. Use of scientific knowledge for e.g. decision –making, clarifying, risk assessment 6. Type of conflict – on an individual group or structural level Cases 1. You are what you eat? Critical scrutinizing of a TV-programme. 2. Laser treatment and near sightedness. Personal homepage. To decide if it is worthwhile to go through such a treatment and about who should pay. 3. To hear or not to hear? Excerpt from novel. Analysis of different views and arguments. 4. Me, my family and global warming. Family situation. To produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Newspaper articles. To decide about the consequences for use of a mobile or how to choose when buying a new one. 6. Climate-friendly food in school? School canteen. To suggest changes and to write a letter to the headmaster,

Place, publisher, year, edition, pages
ERIDOB2008 (European Researchers in Didaktik of Biology), Utrecht sept. 17th -21st. , 2008.
Keywords [en]
secondary school, conceotual framework
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-11130Local ID: 8754OAI: oai:DiVA.org:mau-11130DiVA, id: diva2:1408173
Conference
ERIDOB2008 (European Researchers in Didaktik of Biology), Utrecht sept. 17th -21st.
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved

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Ekborg, MargaretaMalmberg, ClaesRehn, Agneta

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