The Morality of Socioscientific Issues: Construal and Resolution of Genetic Engineering Dilemmas.

By Troy D. Sadler, D. Zeidler. 2004

480 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0a11c5191864f48833df08936a82bdca72ca3f9b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Preservice Science Teachers’ Informal Reasoning about Socioscientific Issues: The influence of issue context (2010, background): “Previous work had not addressed this issue directly, but at least one study (Sadler & Zeidler, 2004) suggested that informal reasoning about SSI is dependent on issue context.”
High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses (2007, methodology): “By modifying the analysis methods in Sadler and Zeidler (2004, 2005), this indicator assesses students’ abilities and skills to generate arguments for three different purposes.”
Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. (2005, background): “Sadler and Zeidler (2004) also used human genetic engineering scenarios but worked with college students and reported similar results.”
The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care (2007, background): “A second aspect of our research has focused on how variations in subject matter knowledge (i.e., science content knowledge) across different grade levels affect students’ reasoning on SSI (Sadler & Donnelly, 2006; Sadler & Fowler, 2006; Sadler & Zeidler, 2004, 2005b; Zeidler et al., 2002, 2005).”
Socioscientific Argumentation: The effects of content knowledge and morality (2006, background): “…considerations in the decision-making of subjects varying greatly in age, including middle school (Hogan, 2002; Pedretti & Hodson, 1995), high school (Fleming, 1986a; Zeidler, Walker, Ackett, & Simmons, 2002), college (Sadler, 2004c; Sadler & Zeidler, 2004), and adults (Bell & Lederman, 2003).”
High School Students’ Informal Reasoning Regarding a Socio‐scientific Issue, with Relation to Scientific Epistemological Beliefs and Cognitive Structures (2011, methodology): “(b) Reasoning quality: By modifying the analysis methods in Sadler and Zeidler (2004, 2005), this indicator assessed students’ abilities and skills to generate arguments for three different purposes, including supportive argument construction, counterposition construction, and rebuttal…”
Science students' critical examination of scientific information related to socioscientific issues (2006, result): “This probably explains why our student rarely focused on the moral and emotive aspects of the issues, as reported in other studies (Bell & Lederman, 2003; Sadler & Zeidler, 2005; Sadler & Zeidler, 2004a ).”
SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, background): “…participant interest, such as that students have been shown to be more interested in the moral consequences of genetic engineering (Kuhn, 1991; Sadler & Zeidler, 2004; Zohar & Nemet, 2002); (4) the authentic feature of SSIs, which make students motivated and interested in SEE-SEP: From a…”
What Do Students Gain by Engaging in Socioscientific Inquiry? (2007, background): “We contend that most, if not all, SSI including the scenarios considered as a part of this study, possess features that could be subject to ethical analyses ( Sadler & Zeidler, 2004 ); however, the prominence of ethical dimensions which emerge from SSI may vary by context.”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “... unique in the demands it places on teachers? What knowledge, beliefs, and/or orientations towards practice are required by teachers in order for them to effectively support students’ learning about SSI? Due to the positioning of SSI at the intersection of science and society, they are inherently”