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Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.ORCID iD: 0000-0001-9132-8615
2017 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 65, p. 205-214Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to examine how authenticity influences students' discussions of socio-scientific issues (SSI). The students were found to bridge school knowledge and everyday knowledge, i.e. enter a "third space", in their explorative discussions. When the SSI task changed into a decision-making discussion for communication with an authentic stakeholder, the students excluded many perspectives. In the process, authenticity caused a loss of relevance for one discourse and several figured worlds, including the students' emotional reasoning. While losing emotional aspects, students' reasoning became more precise when grounded in rational reasoning, supporting well-informed decisions.

Place, publisher, year, edition, pages
2017. Vol. 65, p. 205-214
Keywords [en]
Socioscientific issues, Authenticity, Reasoning, Group discussion, Discourse analysis
National Category
Educational Sciences Natural Sciences
Research subject
Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-66969DOI: 10.1016/j.tate.2017.03.025ISI: 000401215400019OAI: oai:DiVA.org:lnu-66969DiVA, id: diva2:1127890
Available from: 2017-07-20 Created: 2017-07-20 Last updated: 2018-02-06Bibliographically approved

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Åkerblom, DanielLindahl, Mats

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More styles
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  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • text
  • asciidoc
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