title: A pedagogical model for ethical inquiry into socioscientific issues in science

authors: Saunders, Kathryn J.

subjects: socioscientific issues

abstract: Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today’s increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored.

text: A pedagogical model for ethical inquiry into socioscientific issues in science Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today’s increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored.

year: 2013

title: Special section on human development as a critical voice in education: Editor's introduction

authors: Claiborne, Lise Bird

subjects: social development

abstract: An introduction is presented in which the editor discusses various reports within the issue on topics including human development, the importance of economic context for young people, children's perspectives within school governance.

text: Special section on human development as a critical voice in education: Editor's introduction An introduction is presented in which the editor discusses various reports within the issue on topics including human development, the importance of economic context for young people, children's perspectives within school governance.

year: 2011

title: A jade door: Reconciliatory justice as a way forward citing New Zealand experience

authors: Joseph, Robert

subjects: New Zealand

abstract: Greenstone (jade) was highly valued in New Zealand because it was durable, beautiful, and precious. Greenstone is found only on the west coast of the South Island and was used as a means of exchange. In times of trouble, peace could be secured by ending warfare through a political marriage. Peace, thus established, was often likened figuratively to a greenstone door as both the woman and the peace ceremony were seen to be durable, strong, and valuable.

text: A jade door: Reconciliatory justice as a way forward citing New Zealand experience Greenstone (jade) was highly valued in New Zealand because it was durable, beautiful, and precious. Greenstone is found only on the west coast of the South Island and was used as a means of exchange. In times of trouble, peace could be secured by ending warfare through a political marriage. Peace, thus established, was often likened figuratively to a greenstone door as both the woman and the peace ceremony were seen to be durable, strong, and valuable.

year: 2008