Asia-Pacific Forum on Science Learning and Teaching, Volume 11, Issue 1, Article 2 (June, 2010)
Shu-Nu CHANG RUNDGREN and Carl-Johan RUNDGREN
SEE-SEP: From a separate to a holistic view of socioscientific issues

Previous Contents


References

AAAS. (1989). Science for all Americans. New York: Oxford University Press.

Aikenhead, G. S. (1985). Collective decision making in the social context of science. Science Education, 69(4), 453-475.

Aikenhead, G. S. (1994). What is STS Science Teaching? In J. Solomon & G. S. Aikenhead (Eds.), STS Education: International Perspectives on Reform. New York: Teachers College Press.

Aikenhead, G. S., & Ryan, A. G. (1992). The development of a new instrument: "views on science-technology-society" (VOSTS). Science Education, 76(5), 477-491.

Albe, V. (2008). Students' positions and considerations of scientific evidence about a controversial socioscientific issue. Science and Education, 17, 805-827.

Chang, S. N. (2007). Teaching argumentation through the visual models in a resource-based learning environment. Asia-Pacific Forum on Science Learning and Teaching, 8(1), Article 5. [Online] http://www.ied.edu.hk/apfslt/v8_issue1/changsn/.

Chang, S. N., & Chiu, M. H. (2008). Lakatos' Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socioscientific Issues. International Journal of Science Education, 30(13), 1753-1773.

Chang, S. N., Yeung, Y. Y., & Cheng, M. H. (2009). Ninth graders' learning interests, life experiences and attitudes towards science & technology. Journal of Science Education and Technology, 18(5), 447-457.

Colucci-Gray, L., Camino, E., Barbiero, G., & Gray, D. (2006). From scientific literacy to sustainable literacy: an ecological framework for education. Science Education, 90, 227-252.

De Boer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.

DeBoer, G. E. (2000). Scietific Literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.

Dos Santos, W. P. (2009). Scientific literacy: a Freirean perspective as a radical view of humanistic science education. Science Education, 93, 361-382.

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.

Eggert, S., & Bögeholz, S. (2009). Students' use of decision-making strategies with regard to socioscientific issues: An application of the rasch partial credit model. Science Education, iFirst, 1-29.

Ekborg, M. (2008). Opinion building on a socioscientific issue: the case of genetically modified plants. Journal of Biological Education, 42(2), 60-65.

Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88(6), 915-933.

Fensham, P. J. (2008). Complexity theory: its relevance to science education, ASERA Conference. Brisbane.

Fleming, R. (1986). Adolescent reasoning in socio-scientific issues, part I: social cognition. Journal of Research and Science Teaching,(23), 677-687.

Gallagher, J. (1971). A broader base for science teaching. Science Education, 55, 329-338.

Hughes, G. (2000). Marginalization of socioscientific material in science-technology-society science curriculum: some implications for gender inclusivity and curriculum reform. Journal of Research in Science Teaching, 37, 426-440.

Jallinoja, P., & Aro, A. R. (2000). Does knowledge make a difference? The association between knowledge about genes and attitudes. Journal of Health Communication, 5, 29-39.

Kelly, G., & Chen, C. (1999). The sound of music: Constructing science as sociocultural practice through oral and written discourse. Journal of Research in Science Teaching, 36(8), 883-915.

Kelly, G., Crawford, T., & Green, J. (2001). Common task and uncommon knowledge: Dissenting voices in the discursive construction of physics across small laboratory groups. Linguistics and Education, 12, 135-174.

Kelly, G., Druker, S., & Chen, C. (1998). Students' reasoning about electricity: Combining performance assessments with argumentation analysis. International Journal of Science Education, 20(7), 849-871.

Keselman, A., Kaufman, D. R., & Patel, V. L. (2004). "You can exercise your way out of HIV" and other stories: The role of biological knowledge in adolescents' evaluation of myths. Science Education, 88, 548-573.

Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85, 291-310.

Kolstø, S. D., Bungum, B., Arnesen, E., Isnes, A., Kristensen, T., Mathiassen, K., et al. (2006). Science students' critical examination of scientific information related to socioscientific issues. Science Education, 90, 632-655.

Kuhn, D. (1991). The skills of arguments. Cambridge, England: Cambridge University Press.

Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71 - 94.

Lee, Y. C. (2007). Developing decision-making skills for socio-scientific issues. Journal of Biological Education, 41(4), 170-177.

Maloney, J. (2007). Children's roles and use of evidence in science: An analysis of decision-making in small groups. British Educational Research Journal, 33(3), 371-401.

Means, M. L., & Voss, J. F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14(2), 139-178.

Millar, R., & Osborne, J. F. (1998). Beyond 2000: Science education for the future. Lodon: Nuffield Foundation.

Miller, J. D. (1983). Scientific literacy: A conceptual and empirical overview. Daedalus, 112(2), 29-48.

MOE. (1998). 1-9 grades curriculum guidelines. Taipei: Ministry of Education.

Murcia, K. (2009). Re-thinking the Development of Scientific Literacy Through a Rope Metaphor. Research in Science Education, 39, 215-229.

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.

Patronis, P. T., Potari, D., & Spiliotopoulou, V. (1999). Students' argumentation in decision-making on a socio-scientific issue: Implications for teaching. International Journal of Science Education, 21, 745-754.

Pedretti, E. (1999). Decision making and STS education: Exploring scientific knowledge and social responsibility in school an science centers through issues-based approach. School Science and Mathematics, 99, 174-181.

Perkins, D. N., Faraday, M., & Bushey, B. (1991). Everyday reasoning and the roots of intelligence. In J. F. Voss, D. N. Perkins & J. W. Segal (Eds.), Informal reasoning and education (pp. 83-105). Hillsdale, New Jersey: Lawrence Erlbaum.

Sadler, T. D. (2004a). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536.

Sadler, T. D. (2004b). Moral and ethical dimensions of socioscientific decision-making as integral components of scientific literacy. Science Educator, 13(1), 39-48.

Sadler, T. D. (2009a). Situated learning in science education: socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.

Sadler, T. D. (2009b). Socioscientific issues in science education: labels, reasoning, and transfer. Cultural Studies of Science Education, 4, 697-703.

Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37, 371-391.

Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1488.

Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engeering dilemmas. Science Education, 88, 4-27.

Sadler, T. D., & Zeidler, D. L. (2005a). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42, 112-138.

Sadler, T. D., & Zeidler, D. L. (2005b). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 85, 71-93.

Sadler, T. D., & Zeidler, D. L. (2009). Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education. Journal of Research in Science Teaching, 46(8), 909-921.

Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.

Simonneaux, L. (2001). Role-play or debate to promote students' argumentation and justification on an issue in animal transgenesis. International Journal of Science Education, 23(9), 903-927.

Simonneaux, L., & Simonneaux, J. (2009). Students' socioscientific reasoning on controversies from the viewpoint of education for sustainable development. Cultural Studies of Science Education, 4, 657-687.

Thomas, G., & Durant, J. (1987). Why should we promote the public understanding of science? Oxford: University of Oxford.

Voss, J. F., Perkins, D., & Segal, J. (1991). Informal reasoning and education. Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Walker, K. A., & Zeidler, D. L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387-1410.

Wynne, C. F., Stewart, J., & Passmore, C. (2001). High school students' use of meiosis when solving genetics problems. International Journal of Science Education, 23, 501-515.

Yager, R. E., & Tamir, P. (1993). STS approach: Reasons, intentions, accomplishments and outcomes. Science Education, 77, 637-658.

Zeidler, D. L. (1997). The central role of fallacious thinking in science education. Science Education, 81, 483-496.

Zeidler, D. L., & Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. The Netherlands: Kluwer Academic Press.

Zeidler, D. L., Osborne, J., Erduran, S., Simon, S., & Monk, M. (2003). The role of argument during discourse about socioscientific issues. In D. L. Zeidler (Ed.), The role of moral reasoning and discourse on socioscientific issues in science education (pp. 97-116). Dordrecht: Kluwer Academic Publishers.

Zeidler, D. L., Sadler, D. T., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89, 357-377.

Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009). Advancing reflective judgment through socio-scientific issues. Journal of Research in Science Teaching, 46, 74-101.

Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343-367.

Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62.

 

 


Copyright (C) 2010 HKIEd APFSLT. Volume 11, Issue 1, Article 2 (Jun., 2010). All Rights Reserved.