To vaccinate or not to vaccinate: how teenagers justified their decision
- 379 Downloads
This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made. How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between 17 and 19 years of age participated in the study. The informants were requested to document in video diary situations in which their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination programme. The students were also interviewed 1–4 weeks after completing their diaries. A discourse psychology framework (Potter and Wetherell 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socioscientific issue must be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields, such as society and identity. It must also be understood in relation to the use of science repertoire—or actually, the school science repertoire—how available is this discourse in different contexts outside school? The repertoires were categorised into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead, the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school. It also indicates the importance of relating school science closely to the students’ daily life.
KeywordsNew influenza Vaccination Decision-making Video diary Discourse psychology
- Aikenhead, G. S. (2006). Science education for everyday life. Evidence-based practice. New York: Teachers College Press.Google Scholar
- Beck, U. (1992). Risk society towards a new modernity. London: Sage Publications.Google Scholar
- Beck, U. (1999). World risk society. Oxford: Blackwell Publishers Ltd.Google Scholar
- Brown, C. (2010). Pacific consumer acculturation in New Zealand: Understanding the dynamics of consumption using video diaries. Doctoral thesis at the University of Waikato.Google Scholar
- Buchwald, D., Schantz-Laursen, B., & Delmar, C. (2009). Video diary data collection in research with children: An alternative method. International Journal of Qualitative Methods, 8(1), 12–20.Google Scholar
- Burchell, K., Franklin, S., & Holden, K. (2009). Public culture as professional science. London: BIOS, London School of Economics and Political Science.Google Scholar
- CODEX. (2010). Rules and guidelines for research. The Swedish Research Council and Uppsala University. Retrieved December 26, 2010, from http://www.codex.vr.se.
- Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham: Open University Press.Google Scholar
- Fairclough, N. (1992). Discourse and social change. Malden: Blackwell Publishers Inc.Google Scholar
- Gibson, B. E. (2005). Co-producing video diaries: The presence of the “absent” researcher. International Journal of Qualitative Methods, 4(4), 1–9.Google Scholar
- Giddens, A. (1991). Modernity and self-identity-self and society in the late modern age. Cambridge: Polity Press.Google Scholar
- Ideland, M. (2007). Sick children. How medial and personal experiences are woven together. Ethnologia Scandinavica, 37, 63–71.Google Scholar
- Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press.Google Scholar
- Lundström, M., Ekborg, M., & Ideland, M. (in progress). Using video diaries in studies about scientific literacy.Google Scholar
- Lundström, M., & Jakobsson, A. (submitted). Students perceptions about scientific trustworthiness.Google Scholar
- McClune, B., & Jarman, R. (2010). Critical reading of science-based news reports: Establishing a knowledge, skills and attitudes framework. International Journal of Science Education, 32(6), 727–752.Google Scholar
- OECD. (2003). Assessment framework—mathematics, reading, science and problem solving knowledge and skills. Retrieved November 10, 2005 from http://www-skolverket.se/sb/d/254/a/1121.
- OECD. (2007). PISA 2006, science competencies for tomorrow’s world. Retrieved January 10, 2008 from http://www.pisa.oecd.org/document/.
- Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. A report to the Nuffield Foundation.Google Scholar
- Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks: Sage Publications.Google Scholar
- Pink, S. (2001). Doing visual ethnography. London: Sage Publications.Google Scholar
- Potter, J., & Wetherell, M. (1987). Discourse and social psychology—beyond attitudes and behavior. London: Sage Publications Ltd.Google Scholar
- Quadri, N., & Bullen, P. (2007). Exploring students’ views with video diaries. SOLSTICE 2007 conference. Edge Hill University.Google Scholar
- Ratcliffe, M., & Grace, M. (2003). Science education for citizenship. Teaching socio-scientific issues. Maidenhead: Open University Press.Google Scholar
- Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.Google Scholar
- Swedish Institute for Infectious Disease Control. (2010). Retrieved June 09, 2010 from http://www.smittskyddsinstitutet.se Smittskyddsinstitutets hemsida.
- Toulmin, S. E. (2003). Uses of argument. Cambridge: Cambridge University Press.Google Scholar
- Wenger, E. (2008). Community of practice. Cambridge: Cambridge University Press.Google Scholar
- Wetherell, M., & Potter, J. (1992). Mapping the language of racism. Discourse and the legitimation of exploitation. Hempel Hempstead: Harvester Wheatsheaf.Google Scholar
- Wildavsky, A., & Dake, K. (1990). Theories of risk perception: Who fears what and why? Daedalus, 119(4), 41–60.Google Scholar
- Winther Jørgensen, M., & Phillips, L. (2000). Diskursanalys som teori och metod. [Discourse analysis as theory and method] Lund: Studentlitteratur.Google Scholar
- You Tube. (2010). Retrieved September 16, 2010 from http://www.youtube.com/watch?v=oGT0r-udstQ&feature=related.