Which Perspectives Are Referred in Students’ Arguments About a Socio-scientific Issue? The Case of Bears’ Reintroduction in the Pyrenees
The use of Socio-scientific Issues in Science classes is proposed to define the curriculum’s organization and design activities with the aim of encouraging students to develop scientific literacy. In this research, an activity of bears’ reintroduction in the Pyrenees has been designed and developed in order to analyze from which perspectives do 125 students from two secondary schools (aged 13–14) placed in Barcelona make their arguments to base their decisions about the reintroduction. Data were collected with an open-ended questionnaire included in the activity designed, and the results show that students justify their opinions with different kinds of arguments from different perspectives as social-oriented, ecological-oriented, and moral-oriented. However, they used to use only one argument in their justifications so they show difficulties to consider the different perspectives that are related to a socio-scientific issue when they have to make a decision.
KeywordsScience Education Science Classroom Classroom Activity Social Dilemma Ecological Organization
This chapter is based on work supported by Spanish MCYT grant EDU-2009-13890-C02-02, Spanish MCYT grant EDU-2012-38022-C02-02, and Catalan PRI 2009SGR1543. The authors thank the teachers and students involved in the research.
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