Critical and Active Public Engagement in Addressing Socioscientific Problems Through Science Teacher Education

Bencze, Larry; Halwany, Sarah El; Zouda, Majd

doi:10.1007/978-3-030-40229-7_5

Cited by 13 publications

(10 citation statements)

References 21 publications

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“…They are multifaceted problems, as is the case of COVID-19, that involve informal reasoning and elements of critique where decisions present direct consequences to the well-being of human society and the environment (Jiménez-Aleixandre and . People need to balance subject matter knowledge, personal values, and societal norms when making decisions on SSIs (Aikenhead, 1985) but they also have to be critical of the discourses that shape their own beliefs and practices to act responsibly (Bencze et al, 2020). According to Duschl (2020), science education should involve the creation of a dialogic discourse among members of a class that focuses on the teaching and learning of "how did we come to know?"…”

Section: Critical Thinking On Socio-scientific Instruction To Face the Rise Of Disinformationmentioning

confidence: 99%

“Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19

2021

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Few people question the important role of critical thinking in students becoming active citizens; however, the way science is taught in schools continues to be more oriented toward “what to think” rather than “how to think.” Researchers understand critical thinking as a tool and a higher-order thinking skill necessary for being an active citizen when dealing with socio-scientific information and making decisions that affect human life, which the pandemic of COVID-19 provides many opportunities for. The outbreak of COVID-19 has been accompanied by what the World Health Organization (WHO) has described as a “massive infodemic.” Fake news covering all aspects of the pandemic spread rapidly through social media, creating confusion and disinformation. This paper reports on an empirical study carried out during the lockdown in Spain (March–May 2020) with a group of secondary students (N = 20) engaged in diverse online activities that required them to practice critical thinking and argumentation for dealing with coronavirus information and disinformation. The main goal is to examine students’ competence at engaging in argumentation as critical assessment in this context. Discourse analysis allows for the exploration of the arguments and criteria applied by students to assess COVID-19 news headlines. The results show that participants were capable of identifying true and false headlines and assessing the credibility of headlines by appealing to different criteria, although most arguments were coded as needing only a basic epistemic level of assessment, and only a few appealed to the criterion of scientific procedure when assessing the headlines.

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Section: Critical Thinking On Socio-scientific Instruction To Face the Rise Of Disinformationmentioning

confidence: 99%

“Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19

2021

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“…Bencze and his colleagues (Bencze, 2017;Bencze, El Halwany, & Zouda, 2020) have suggested the use of actor-network theory (ANT) maps as instructional tools to scaffold the critical examination. Science and technology are not an independent entity; rather, they can be analogous to a network (Latour, 2005).…”

Section: 2mentioning

confidence: 99%

“…Emphasizing the complexity of human elements in science, they claimed that students should be able to examine the various facets of science, roles of science in society, and how science is communicated inside and outside classrooms. Bencze and his colleagues (Bencze, 2017;Bencze, El Halwany, & Zouda, 2020) have suggested a more activist view, saying that students should understand power relations and dynamic networks embedded in science and the complexity of different entities within the networks (Latour, 2005) beyond mere understanding of potential harms or controversies.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act

Choi¹,

Lee

2021

Asia-Pac. Sci. Educ.

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This study aimed to examine the effects of a research-based SSI program on fostering students’ understanding of issues and their willingness to act. Twenty-five middle school students voluntarily participated in the program on the issue of artificial food additives over 6 months. The data were collected by means of interviews with the students, field notes, and students’ artifacts such as SSI maps and journals. Results indicated that students’ research experiences helped them widen their understanding of the issues and feel more connectedness to the issue and motivated to explore the hidden nature of the issue as they conducted their research. They found various stakeholders in the food industry and business network and discovered how individual stakeholders would be affected within the network. They also became aware of the inequality and injustice that arose in the network. In addition, their experience of executing research increased their confidence and willingness to act for resolving contentious issues.

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“…Argumentation has been recognized as a central tenet of authentic scientific practice in science education research (Asterhan, 2018;Berland & Hammer, 2012;Driver et al, 2000;González-Howard et al, 2017). Engagement with argumentation was shown to advance students' understanding of scientific ideas and epistemologies (Berland et al, 2020;Knight-Bradsley & McNeill, 2016;Newton et al, 1999;Simon et al, 2006), provide an opportunity for students to "talk science" and adapt to the norms of talk in the scientific community (Jimenez-Aleixandre et al, 2000;Ryu & Sandoval, 2015), and negotiate and offer solutions to current social concerns which are enmeshed with science (Bencze et al, 2020;Cohen et al, 2020;Zafrani & Yarden, 2017). Following such documented potentialities, a call for the implementation of argumentation in science classrooms has been advanced in current reform-minded documents (Israeli Ministry of Education, 2009;NGSS Lead States, 2013).…”

Section: Dialogic Argumentation In Science Classrooms: Benefits and Pitfallsmentioning

confidence: 99%

Dialog‐constraining institutional logics and their interactional manifestation in the science classroom

Zafrani

Yarden

2021

Science Education

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Critical and Active Public Engagement in Addressing Socioscientific Problems Through Science Teacher Education

Cited by 13 publications

References 21 publications

“Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19

“Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19

Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act

Dialog‐constraining institutional logics and their interactional manifestation in the science classroom

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