Thinking (Scientifically) Responsibly: The Cultivation of Character in a Global Science Education Community

Zeidler, Dana L.; Berkowitz, Marvin W.; Bennett, Kory

doi:10.1007/978-94-007-2748-9_7

Cited by 26 publications

(7 citation statements)

References 22 publications

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“…Others authors (Melville, Yaxley, & Wallace, 2007; Mueller & Zeidler, 2010; Zeidler, Berkowitz, & Bennett, in press) have advocated for the explicit incorporation of virtue ethics approaches in the practice of science teaching in general, and the pursuit of SSI in particular. In doing so, science educators may focus on the epistemological foundations of the public understanding of science, including factors related to the emotive aspects of ethical tensions as they arise in the practice of science.…”

Section: Summary and Implicationsmentioning

confidence: 99%

Cross‐cultural epistemological orientations to socioscientific issues

et al. 2013

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The purpose of this investigation was to examine, from a cross-cultural perspective, students' epistemological patterns of reasoning about socioscientific issues (SSI), and to identify potential interactions of cultural and scientific identity. Mediating factors associated with students' argumentation and discourse about SSI, as well as the public's understanding of science, has been identified as an important area of investigation in the field of science education. This mixed-methods design included over 300 students from Jamaica, South Africa, Sweden, Taiwan, and the United States. Students responded to instruments designed to assess their epistemological conceptualizations and justifications related to distributive justice, allocation of scarce medical resources, and epistemological beliefs over five dimensions related to scientific knowledge. Four iterations of a coding scheme produced over 97% inter-rater agreement for four independent coders. Results indicate there is a consistent trend toward epistemological congruity across cultures within inductively derived themes of: (1) Fairness;(2) Pragmatism; (3) Emotive Reasoning; (4) Utility; and (5) Theological Issues. Moreover, there were no discernable differences in terms of how students from these countries presented their beliefs on the sub-categories of each of the five major categories. It appears that students displayed a high degree of congruence with respect to how they frame their reasoning on this SSI as well as their justifications for their epistemological beliefs. There were statistically significant differences regarding the ability to raise scientifically relevant questions among countries. Commonalities as well as distinguishing characteristics in epistemological orientations are compared and contrasted and connections to a model of socioscientific reasoning with implications for research and pedagogy are discussed. ß 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 2013 The purpose of this investigation was to examine, from a cross-cultural perspective, students' epistemological patterns of reasoning about socioscientific issues (SSI), and to identify potential interactions of cultural and scientific identity. We derive our fundamental meaning of epistemological beliefs from the Greek term epistēmē, which expresses how individuals construe and justify meaning from their own personal knowledge and understanding about the world. In this context, epistemological reasoning refers to how individuals frame an issue and Additional Supporting Information may be found in the online version of this article.

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Section: Summary and Implicationsmentioning

confidence: 99%

Cross‐cultural epistemological orientations to socioscientific issues

et al. 2013

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“…Yet if this repositioning is found to be effective, it might lead to greater cross-fertilization of scholarship between science education and non-science fields, thus upping the ante of what it means to foster truly inclusive moral citizenship. In doing so, it would further substantiate Zeidler, Berkowitz, & Bennett's (2013) assertion that "thinking in scientifically responsible ways" (p. 83) transcends the boundaries of disciplines and nations, and thus empowers moral agency.…”

Section: Implications For Science Education Researchmentioning

confidence: 83%

“…Review of the literature and instruments regarding perspective taking within the SSR construct suggests tremendous ambiguity in the current conceptualization of perspective taking activities (Lee, Chang, Choi, Kim, & Zeidler, 2012;Lee, et al, 2013;Sadler, Klosterman, & Topcu, 2011). Moreover, there exists an implication that perspective taking within the context of SSR relates to moral development (Zeidler, 2014;Zeidler, Berkowitz, & Bennett, 2013), yet neither explicit connections nor models for the relationship exist. This lack of an articulated link between perspective taking and moral development renders the SSR construct inadequate to support the foundational element of moral reasoning development within the SSI framework.…”

Section: Introduction Introduction and Problem Statementmentioning

confidence: 99%

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning

Kahn

Zeidler

2019

Sci & Educ

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“…Çalışma sonucunda araştırmacılar öğrencilerin organ bağışı konusundaki tutumlarını geliştirmek için, eğitim programları içerisinde organ bağışı ile ilgili konulara yer verilmesinin önemini belirtmişlerdir. SBK konu içeriği öğrencilerin yaşadığımız Dünya ile bağlantı kurmalarına yardımcı olmakta, onları bilimsel aktivite yapmaya teşvik etmekte (Zeidler, Applebaum, & Sadler, 2011), kanıta dayalı muhakeme yapabilmelerini (Applebaum, Zeidler, & Chiodo, 2010), bilimin doğasını kavramalarını (Zeidler, Walker, Ackett, & Simmons, 2002) ve etik karar verme becerilerini (Zeidler, Berkowitz & Bennett, 2011) geliştirmektedir. Fen eğitiminde ikilem durumu içeren pek çok farklı konuda SBK içeriği hazırlanabilmektedir.…”

Section: Introductionunclassified

Views of 6th Grade Students About Organ Donation as a Socioscientific Issue

Sakmen

Genç

Arslan

2020

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın amacı ortaokul 6. sınıf öğrencilerinin organ bağışı hakkındaki bilgi düzeyleri ve görüşlerinin tespit edilmesidir. Araştırmada nitel araştırma yöntemi kullanılmıştır. Çalışmaya 2018-2019 öğretim yılında Düzce ilinde bulunan bir ortaokuldaki 6. sınıfta öğrenim gören toplam 25 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından ilgili alan yazın taranarak oluşturulmuş açık uçlu sorulardan oluşmuş bir soru formu kullanılmıştır. Verilerin analizi bu sorulara verilen cevapların içerik analiz tekniğiyle sistematik bir biçimde incelenmesiyle yapılmıştır. Çalışmaya katılan öğrencilerden çoğunluğunun (%60) organ bağışı yapma konusuna olumlu baktığı belirlenmiştir. Öğrenciler organ bağışına yönelik bu olumlu tutumlarını "hayat kurtarma", "iyilik yapmak isterim" ve "insanların ihtiyacı olduğu için gereklidir." cümleleriyle ifade ederken; "korkarım" ve "organlarım benim bedenimde kalmalı" gibi ifadelerle organ bağışında bulunmak istemeyen öğrenciler de bulunmaktadır. Ayrıca öğrenciler arasında "alıcı kişiye göre verip vermeme durumum değişir" gibi cümleler kullanarak kararlarının duruma bağlı olarak değişebileceğini belirtenler de bulunmaktadır. Eğitim araştırmacıları, organ bağışına dair ortaokul öğrencilerinin bilgi ve görüşlerinin daha büyük örneklemlerden veri toplanarak ortaya koyulabilmesi için ölçek geliştirebilirler.

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Thinking (Scientifically) Responsibly: The Cultivation of Character in a Global Science Education Community

Cited by 26 publications

References 22 publications

Cross‐cultural epistemological orientations to socioscientific issues

Cross‐cultural epistemological orientations to socioscientific issues

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning

Views of 6th Grade Students About Organ Donation as a Socioscientific Issue

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