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Students' reasoning about using new technology and the change of societal practice.
Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences. (Network for Science Education Research & Development)ORCID iD: 0000-0001-9132-8615
Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences. (Network for Science Education Research & Development)
2011 (English)In: Science Learning & Citizenship, 2011Conference paper, (Refereed)
Abstract [en]

The present study investigates how students' reasoning about socioscientific issues is framed by their notion of societal structures, for the purpose to provide an image of their sense of agency and how they handle trust and security issues. Examples from gene technology were used as the subject for interviews with 13 Swedish high-school students (year 11, age 17-18). A grid based on modalities from the societal structures described by Giddens was used for analysis. Students used both modalities for ‘Legitimation’ and ‘Domination’ to justify acceptance or rejection of new technology. Doing that, they showed how norms as well as knowledge can be used to justify opposing position as they were trying to build trust in either science and technology or in democratic decisions expected to favour their norms. It was found that students accepted or rejected the authority of experts based on their having or lacking appropriate knowledge. Students were also found to have difficulty in discerning between material risks (reduced safety) and immaterial risks (loss of norms). Attention is drawn to the problem of students' using knowledge claims (Domination) to support norms (Legitimation). Furthermore, students' sense of agency appears to be dependent on either sharing norms with experts or with laymen.

Place, publisher, year, edition, pages
2011.
National Category
Educational Sciences
Research subject
Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-14360OAI: oai:DiVA.org:lnu-14360DiVA: diva2:443119
Conference
9th International conference European Science Education Research Association
Projects
Understanding the Formation of Scientific Literacy Through Socioscientific Issues: A Study on Student Discourse and Reasoning CapabilitiesLife sciences in education – an encounter with academic knowledge and morals
Available from: 2011-09-23 Created: 2011-09-23 Last updated: 2015-09-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf