Encountering science education’s capacity to affect and be affected

Alsop, Steve

doi:10.1007/s11422-015-9692-6

Cited by 18 publications

(9 citation statements)

References 28 publications

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“…that social issues are value-laden and therefore invoke emotions in individuals, often related to students' own experiences and beliefs (cf. Sandahl, 2015aSandahl, , 2019Barton, 2009;Alsop, 2016). In line with Endacott and Brooks (2013, p. 44;cf.…”

Section: Theoretical Framework: Academic Social Perspective Takingsupporting

confidence: 58%

Opening up the echo chamber: Perspective taking in social science education

Sandahl

2020

ADNO

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Abstract Public discourse is increasingly polarised when it comes to contemporary political and controversial issues. The debating climate has been described as an “echo chamber” where we tend to find arguments supporting our own established truths rather than having our horizons broadened. Consequently, the challenge of taking the perspectives of others can be seen in classrooms when political discussions and topics surface within social science education. Teaching offers important arenas for deliberation, but classrooms can be as homogeneous as online filter bubbles, particularly in highly segregated urban school settings. One way of challenging students’ one-sided views is to engage in, and practise, social perspective taking (SPT), a second-order concept engaging with different cultural and ideological understandings of political issues. This study examines two classroom interventions in an upper secondary school with the aim of contributing with empirical data about the components of SPT and how perspective taking can help students broaden their views on political issues. With a starting point in theory on SPT, students’ interactions and reflections in the classroom, collected in written students’ logs and follow-up interviews, are analysed. The results suggest that SPT segments can influence students’ understanding of standpoints other than their own and increase their engagement in class, but that contextualisation is specifically important in this process. Keywords: social science education, perspective taking, controversial issues Att öppna ekokammaren: Perspektivtagande i samhällskunskapsundervisningen Sammandrag Debattklimatet i samhället har kommit att bli allt mer polariserat och de politiska diskussionerna beskrivs som förda i ”ekokammare” där vi med likasinnade hittar argument för våra egna synsätt, särskilt i kontroversiella frågor. Svårigheterna att ta andra perspektiv än sina egna återfinns också i skolans undervisning, särskilt i ämnen som samhällskunskap där aktuella och politiska diskussioner sker. Undervisningen erbjuder här viktiga nycklar, inte minst att diskutera politiska och kontroversiella frågor i samtal, men klassrum kan vara lika homogena i sin sammansättning som filterbubblor i digitala miljöer. Ett sätt att utmana elevernas förgivettagande är att öva socialt perspektivtagande – ett tankeredskap där eleverna i undervisningen tränas på att förstå olika kulturella och ideologiska perspektiv på politiska frågor. Denna studie undersöker två klassrumsinterventioner i en gymnasieklass och syftar till att empiriskt undersöka aspekter av perspektivtagande och hur undervisningen kan formas för att öka elevernas förmåga att skifta perspektiv. Studien utgår från teori kring socialt perspektivtagande och undersöker klassrumsinteraktioner, elevers skrivna reflektioner och uppföljande fokusgruppsintervjuer. Studiens resultat visar att övningar som fokuserar på att skifta perspektiv ökar engagemanget i undervisningen och påverkar elevernas sätt att se på innehållet, men att kontextualisering är ett av de viktigaste inslagen i socialt perspektivtagande. Nyckelord: samhällskunskapsundervisning, perspektivtagande, kontroversiella frågor

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Section: Theoretical Framework: Academic Social Perspective Takingsupporting

confidence: 58%

Opening up the echo chamber: Perspective taking in social science education

Sandahl

2020

ADNO

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“…Since it has been concluded that all three specific factors do come into play in the general construct, it is suggested that practitioners emphasise all three in the educational setting in order to affect students and consequently develop their interest as well as cognitive skills. The importance of including affective dimensions in science education has been argued and researched in recent years (Alsop, 2016;Rahayu, 2015;Zembylas, 2016). Attitude towards biotechnology may be especially pertinent to work with for practitioners because the many inherently affective and behavioural topics in modern biotechnology do separate the area from other areas of science.…”

Section: Discussionmentioning

confidence: 99%

Secondary School Biology Students’ Attitudes towards Modern Biotechnology Characterised using Structural Equation Modeling

Nordqvist

Johansson

2019

EURASIA J MATH SCI T

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In biotechnology education research (BTER), the multifaceted construct of attitude has seldom been problematised in depth despite that the majority of studies in BTER during the last two decades have focused on students' attitudes towards modern biotechnology. Most studies on attitudes in science education use a single-factor model in characterising students' attitudes, while some use a three-factor model. By means of structural equation modeling the current study tested and evaluated single, three-factor, and bifactor models of student attitudes towards modern biotechnology. To further shed light on the stability of this model measurement invariance testing was carried out for groups; school-type, gender, grade, parental education and educational programme. The results showed that a three-factor model and a bifactor model showed satisfying fit to the student attitude data. The bifactor model were relatively invariant for all groups except for gender, where boys had a more positive attitude. The affective and behavioural aspects of attitudes were highly correlated why the bifactor model with its general factor and specific cognitive factor may provide a more sound explanation of students' attitudes towards biotechnology. The results indicate the importance of including affective and behavioural dimensions of attitude in biotechnology teaching. Further implications for practice are discussed.

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“…With findings in neuroscience supporting a highly integrated model of emotion and cognition (Damasio, 1997;LeBlanc, McConnell, & Monteiro, 2015), however, as well as a turn toward the affective in other academic disciplines (Alsop, 2016;Zembylas, 2016), the role of emotions in science learning is becoming not only more acceptable, but is increasingly recognized as an area ripe for, and in urgent need of, deep examination (Alsop, 2016;Fortus, 2014;Hadzigeorgiou & Schulz, 2014;Zembylas, 2016). The limited studies that do exist regarding the role of emotions in science education have primarily focused on three overlapping areas of impact on learning: emotions toward science as a discipline, emotions in science class, and emotions within the doing of authentic science (Jaber & Hammer, 2016).…”

Section: The Role Of Emotions In Science Education and Connections Tomentioning

confidence: 99%

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

Gilbert

Byers

2017

Science Education

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This exploratory project considers the use of wonder as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously encouraging innovative and ambitious teaching practice. Utilizing wonder as a pedagogical tool for emotional and aesthetic engagement with science holds promise as an entry point to connect future teachers with meaningful science content and practice. The link between wonder and science is well‐articulated by successful scientists throughout history, and yet is rarely employed explicitly within elementary or teacher education science learning contexts. Forging a pedagogy of wonder demands connection to the emotive embodiment of science as a uniquely human process that nurtures our intense need to know. This qualitative case study is an effort to better understand if utilizing pedagogy intentionally focused on wonder could impact PSETs’ perceptions of science and scientific thinking. This paper describes the key findings that emerged while utilizing pedagogy steeped in wonder with PSETs, and the degree to which engaging with wonder impacted their perceptions of science and their future science teaching. This research supports the critical role that wonder could play in changing PSETs’ relationship with science and assisting them in the development of the pedagogical courage necessary to envision possibilities beyond their past experiences.

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Encountering science education’s capacity to affect and be affected

Cited by 18 publications

References 28 publications

Opening up the echo chamber: Perspective taking in social science education

Opening up the echo chamber: Perspective taking in social science education

Secondary School Biology Students’ Attitudes towards Modern Biotechnology Characterised using Structural Equation Modeling

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

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