The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education

By D. Zeidler. 2003

306 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/90c3efd11362bf0f396df3eca35e18dce841396b

How researchers see this paper

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

In Education

Citations in the corpus

Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “…Evans, Honda, Jay, & Unger, 1989; Khishfe, 2002, 2008; Liu & Lederman, 2002), and recently (c) socioscientific Explicit Nature of Science and Argumentation 975 issues (Khishfe, 2006, 2012a; Walker & Zeidler, 2003), which are science-related social open-ended dilemmas (Sadler & Zeidler, 2005).”
Learning science content through socio-scientific issues-based instruction: a multi-level assessment study (2016, background): “…and theoretical justifications about the integration of SSI into science classrooms to increase students’ science content knowledge (Sadler, 2011a; Zeidler, 2003), empirical investigations of the effects of SSI-based teaching on students’ science content learning have been relatively limited.”
Socioscientific issues: Theory and practice (2009, background): “The intent is that such issues are personally meaningful and engaging to students, require the use of evidencebased reasoning, and provide a context for understanding scientific information (Sadler, 2004a; Zeidler, 2003).”
Nature of Science and Decision-Making (2012, background): “In their study, Walker and Zeidler (2003) investigated the influence of a unit which addressed a current scientific controversy on students’ understanding of NOS and their DM.”
A threshold model of content knowledge transfer for socioscientific argumentation (2006, background): “This analysis begins to address the call to better understand the developmental appropriateness of SSI across different educational contexts (Simmons & Zeidler, 2003).”
Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines (2010, background): “To give an example, Simmons and Zeidler (2003) elicited student argumentation in the topic of animal testing.”
Preservice Science Teachers’ Informal Reasoning about Socioscientific Issues: The influence of issue context (2010, background): “In recent years, science education researchers have recognized the significance of SSI in terms of promoting scientific literacy and as a means of engaging students in inquiries related to science as well as their own lived experiences (Zeidler, 2003).”
Student conceptualizations of the nature of science in response to a socioscientific issue (2004, background): “Science educators (Fleming 1986, Kolstø 2001a, Zeidler 2003) have introduced the phrase ‘socioscientific issues’ to describe social dilemmas with conceptual ties to science.”