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Using our Heads and HARTSS*: Developing Perspective-Taking Skills for Socioscientific Reasoning (*Humanities, ARTs, and Social Sciences)

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Journal of Science Teacher Education

Abstract

Functional scientific literacy demands an informed citizenry capable of negotiating controversial socioscientific issues (SSI). Perspective taking is critical to SSI implementation as it enables understanding of the diverse cognitive and emotional perspectives of others. Science teacher educators must therefore facilitate teachers’ promotion of classroom environments that value diverse perspectives. The purpose of this theoretical paper is to propose the HARTSS model through which successful practices that promote perspective taking in the humanities, arts, and social sciences are identified and translated into socioscientific contexts, thereby developing an array of promising interventions designed for science teacher educators to foster perspective taking in current and future science teachers and their students.

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  1. Department of Teaching and Learning, College of Education, University of South Florida, 4202 East Fowler Ave., EDU105, Tampa, FL, 33620-5650, USA

    Sami Kahn & Dana L. Zeidler

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  1. Sami Kahn
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  2. Dana L. Zeidler
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Correspondence to Sami Kahn.

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Kahn, S., Zeidler, D.L. Using our Heads and HARTSS*: Developing Perspective-Taking Skills for Socioscientific Reasoning (*Humanities, ARTs, and Social Sciences). J Sci Teacher Educ 27, 261–281 (2016). https://doi.org/10.1007/s10972-016-9458-3

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