The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues.

By Troy D. Sadler, D. Zeidler. 2005

466 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5c392f36c03617428f63fa413e69f2a0a455812e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts (2009, background): “…marilyn.fleer@education.monash.edu.au 1070 M. Fleer that teacher capacity to teach science is linked with the lack of formal science knowledge held by teachers (Loughran, Mulhall, & Berry, 2004; Mulholland & Wallace, 2005; Sadler & Zeidler, 2004; Shallcross, Spink, Stephenson, & Warwick, 2002).”
High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? (2009, methodology): “A number of studies in the USA have revealed that adolescents’ argumentation skills in science are poor.”
The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care (2007, methodology): “We have documented differences in argumentation quality between individuals, with advanced understandings of science content relative to the argumentation contexts, and individuals with less developed understandings, but those differences are not associated with how and the extent to which individua”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, unknown): “…role of adequate content knowledge for the development of argumentation skills are mixed (Hogan & Maglienti, 2001; Koslowski, 1996; Lawson, 2003; Sadler & Zeidler, 2005), in the present study we included a comparison group which had access to the same information— through access to the data…”
An Exploration of High School (12–17 Year Old) Students' Understandings of, and Attitudes Towards Biotechnology Processes (2007, background): “In the US, Sadler and Zeidler (2005) examined the influence of genetics content knowledge on informal reasoning about genetic engineering issues with undergraduate natural and non-natural science students.”
Socioscientific issues: Theory and practice (2009, background): “Separating the learning of the content of science from consideration of its application and its implications is an artificial divorce (Sadler & Zeidler, 2005; Zeidler & Sadler, 2008b).”
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.”
Socioscientific Argumentation: The effects of content knowledge and morality (2006, methodology): “We used a protocol similar to Sadler and Zeidler (2005a) but made modifications to account for the needs of a high school sample as opposed to college, and to enhance the technique’s precision.”
Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues (2012, methodology): “Sadler and Zeidler ( 2005 ) investigated moral reasoning patterns of college students and identified three patterns.”
A FRAMEWORK TO SUPPORT RESEARCH ON INFORMAL INFERENTIAL REASONING5 (2008, background): “First, informal reasoning is most often viewed through the lens of argumentation theory (e.g., Kuhn, 1991; Means & Voss, 1996; Sadler, 2004; Sadler & Zeidler, 2004).”
‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, methodology): “Hence, socioscientific education is concerned with ethical issues, and involves moral judgment about issues of scientific concern, or SSI represent those social issues and problems that are conceptually influenced by science and require the integration of science concepts and processes (Sadler, Bara”
Preservice Science Teachers’ Informal Reasoning about Socioscientific Issues: The influence of issue context (2010, methodology): “These findings support the idea that informal reasoning about SSI is not strongly issue-dependent and that informal reasoning practices may be more ‘transferable’ across distinct SSI contexts than previously assumed (Sadler & Zeidler, 2005a).”
SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, background): “…developed from SSIs could benefit student’s ability to think scientifically or make better decisions (Chang & Chiu, 2008; Means & Voss, 1996; Sadler & Zeidler, 2005b; Voss et al., 1991; Zeidler et al., 2003; Zohar & Nemet, 2002) and to be aware of the limitations of science and technology,…”
Science students' critical examination of scientific information related to socioscientific issues (2006, background): “Understanding of relevant content knowledge was also found by ( Sadler & Zeidler, 2004b ) to correlate positively to the quality of informal reasoning regarding SSI.”