Reconceptualizing the teaching of controversial issues

Does the Discussion of Socio‐Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?

“…This comment has been echoed in a number of studies which deal with such classroom dialogue (Author, 2004;Hodson, 1999;Hodson, 2003;Levinson, 2001;Levinson, 2003;Levinson et al, 2001;Millar et al, 1998;Oulton, Dillon, & Grace, 2004;Reiss, 1999;Sadler, 2004a;Sadler, 2004b).…”

‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making

“…Socioscientific issues are different from the problems usually presented in science classrooms, since they are ill-structured and involve moral and ethical aspects (Oulton, Dillon & Grace, 2004). The ability to deal with socioscientific issues has been recognized as an important goal of science education (Author, 1997;AAAS, 1993;Driver, Leach, Millar & Scott, 1996;Sadler, 2009).…”

Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution

“…This includes putting cases that challenge the children's views-if necessary making it clear that they are not your views-in a way that allows the class to respond, to rebut, and to challenge them. (p. 125) Modern-day scientific controversies, such as those over the nature of dark matter or the role of string theory or the nature of consciousness, can also be naturally engaging for students if handled skilfully (Oulton et al, 2004). Although there is no controversy among knowledgeable scientists over the truth of the theory of evolution today, there was a time when an honest scientist could be unsure.…”

“…It might be thought that students are too young to make complex judgments for themselves, but this overlooks the fact that they are inevitably doing so constantly, both in and out of school (King & Kitchener, 2004). It is the science teacher's role to encourage development of this vital skill (Oulton et al, 2004). To expect students to suspend their critical faculties in school and become passive recipients of generally accepted wisdom would be the very antithesis of science.…”

“…He was closer by a factor of 1,000 but still almost 1,000 times out, suggesting that he had perhaps merely exchanged one mantra for another, with limited real scientific understanding. We cannot regard young people as scientifically literate merely because they know some important scientific facts-they need to be able to make evidence-based scientific judgments for themselves (DeBoer, 2000;Oulton, Dillon, & Grace, 2004).…”