How do 15–16 year old students use scientific knowledge to justify their reasoning about human sexuality and relationships
Bibliographic Data
| ID | 12085372 |
|---|---|
| Authors | Mats Lindahl (0000-0001-9132-8615, Linnaeus University, corresponding author), Mattias Lundin (0000-0002-4072-2986, Linnaeus University) |
| Year | 2016 |
| Volume | 60 |
| Pages | 121-130 |
| Publication date | 2016-08-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2016.08.009 |
| OpenAlex | W2507582809 |
| Language | EN |
| Citations received | 5 |
| References cited | 38 |
In order to advance our understanding about the roles students assign to expert knowledge, the present study addresses how 32 Swedish secondary-school students use their knowledge of scientific disciplines in their reasoning on socioscientific issues (SSI) concerning human sexuality. By analyzing group discussions, students were found to use science either as a sole justification or integrated with other kinds of knowledge. Using expert knowledge to lift problems out of the limited local contexts and find solutions, the students access the freedom to make personal choices. It was concluded that scientific knowledge provides possibilities for decisions that can support students' agency. • Science is combined with other rationales to support stances on complex dilemmas. • Students use scientific knowledge for advocating freedom of personal choice. • Students appear to assume a mutual understanding of scientific knowledge. • Students' rationale including scientific knowledge reflects uncritical trust in experts
Human sexuality · Mathematics education · Pedagogy · Scientific reasoning · Sex education · Sexuality education · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Gender Studies · Psychology · Science Education and Pedagogy
Facilitating Socioscientific Reasoning Online
Status and trends of socioscientific issues in educational literature
Learning democratic participation? Meaning-making in discussion of socioscientific issues in science education
Teaching Socioscientific Issues
Preparing students for the modern information landscape and navigating science–technology–society issues
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Patterns of informal reasoning in the context of socioscientific decision making
Situated learning in science education
What Do Students Gain by Engaging in Socioscientific Inquiry?
Enhancing the quality of argumentation in school science
Time for action
Scientific literacy for citizenship
Students' and teachers' conceptions of the nature of science
Art as Experience (1934)
Tangled up in views
Beyond STS
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |