Facts and values in students’ reasoning about gene technology in the frame of risk – a thick comprehension
Bibliographic Data
| ID | 12525664 |
|---|---|
| Authors | Iann Lundegård (0000-0003-1901-4982, Stockholm University, corresponding author), Leena Arvanitis (0000-0003-4484-2368, Blackeberg Gymnasium, Stockholm, Sweden), Karim Hamza (0000-0003-4051-3698, Stockholm University), Linda Schenk (0000-0003-3799-4814, KTH Royal Institute of Technology), Andrzej Wójcik (0000-0002-3951-774X, Stockholm University), Karin Haglund (Tumba Gymnasium Stockholm Sweden, Tumba Gymnasium, Stockholm, Sweden) |
| Year | 2022 |
| Volume | 28 |
| Issue | 9 |
| Pages | 1283-1296 |
| Publication date | 2022-02-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2022.2031900 |
| OpenAlex | W4212805239 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
In the current debate, there is no consensus on the relationship between knowledge and values in students’ reasoning and argumentation in socio-scientific and sustainability issues, i.e. if these should be addressed as separate entities or rather treated as a whole. In this study, we address this question empirically, with students engaging in two language games – aesthetic and epistemological – as they deliberate on ethical issues associated with genetic engineering. The study reports on a course unit that includes lectures, group work and student-led value-clarification exercises. The ways in which the language games interact were analysed using the established methods of Practical Epistemology Analysis (PEA) and analysis of Deliberative Educational Questions (DEQ). Our results show that aesthetic and epistemological language games were intricately intertwined in the students’ reasoning. Given this close entanglement, each language game was conducive to the development of the other and in so doing, deepened the understanding of the content as a whole
Argumentation theory · Comprehension · Epistemology · Frame (networking · Mathematics education · Pedagogy · Sociology · Value (mathematics · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Aesthetic Experience in Science Education
The risk concept—historical and recent development trends
Learning as discourse change
Informal reasoning regarding socioscientific issues
Risk Society
Ethics and the Limits of Philosophy
Delusions About Evidence
On risk defined as an event where the outcome is uncertain
Risk
Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education
Conflicts of interest
Philosophical investigations
Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network Settings
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |