A threshold model of content knowledge transfer for socioscientific argumentation

Abstract

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed‐methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct groups: high school students with variable genetics knowledge, college nonscience majors with little genetics knowledge, and college science majors with advanced genetics knowledge. During the interviews, participants advance positions concerning three scenarios dealing with gene therapy and cloning. Arguments are assessed in terms of the number of justifications offered as well as justification quality, based on a five‐point rubric. Multivariate analysis of variance results indicate that college science majors outperformed the other groups in terms of justification quality and frequency. Argumentation does not differ among nonscience majors or high school students. Follow‐up qualitative analyses of interview responses suggest that all three groups tend to focus on similar, sociomoral themes as they negotiate socially complex, genetic engineering issues, but that the science majors frequently reference specific science content knowledge in the justification of their claims. Results support the Threshold Model of Content Knowledge Transfer, which proposes two knowledge thresholds around which argumentation quality can reasonably be expected to increase. Research and educational implications of these findings are discussed. © 2006 Wiley Periodicals, Inc. Sci Ed 90:986–1004, 2006

Fen Bilimleri Öğretmen Adaylarının Sosyobilimsel Argümantasyon Kalitelerinin İncelenmesi: Konu Bağlamının Etkisi

“…As it is known, socio-scientific issues focus on social issues which consist an ethical or moral component with a scientific concern. The contexts used in this study may be serving to the nature of socio-scientific issues at different levels (Sadler & Fowler, 2006). This situation may be a point which can explain the change of socio-scientific argumentation quality according to the context.…”

The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation

“…These dynamic interactions between science and society focus not only on the issues behind science, but also the relationship with social, political, economic, and moral challenges (Sadler & Fowler, 2006). Discourse about socioscientific topics involves the skills of identifying evidence, reasoning, evaluating information, and the development of conceptual understandings (Sadler, 2004).…”

Sosyo-bilimsel Bir Konu Olan Hidroelektrik Santraller (HES) Hakkında Karar Verilirken Kullanılan İrdeleme Şekillerinin İncelenmesi

“…Önemli olan bilimin teknoloji ve toplumla olan dinamik bağlantılarını yansıtmaktır. Fakat sosyo-bilimsel konularda sadece bir olayla ilgili bilimsel gerçekler değil aynı zamanda o olayla ilgili sosyal, politik, ekonomik ve ahlaki meydan okumalar da iç içe olmalıdır (Sadler ve Fowler, 2006 .…”