Student conceptualizations of the nature of science in response to a socioscientific issue

By Troy D. Sadler, F. Chambers, D. Zeidler. 2004

527 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/90faebb8c0e629202ab8a33ba44c78c68c312ba0

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

Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines (2010, background): “Needless to say, it was found that student core beliefs affected their evaluation of evidence as well as their decision-making (Sadler et al., 2004; Zeidler, Walker, Ackett, & Simmons, 2002).”
The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care (2007, background): “... right which necessarily entails normative ethical “oughts” and “shoulds.” This theoretical position on the place of morality in socio scientific education is supported with empirical findings which have documented how SSI stimulate student consideration of moral issues and implications with vari”
The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, methodology): “The survey was accompanied by two ‘‘science briefs’’ developed by Sadler et al. (2004) on the issue of global warming, and had previously been used to investigate high school students’ views of NOS in response to a socioscientific issue.”
High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? (2009, background): “In a subsequent study, Sadler, Chambers, and Zeidler ( 2004 ) also found that 15‐year‐old students tended to overvalue evidence and that students had difficulty in distinguishing data from opinion in written information about global warming.”
College Students’ Perceptions About the Plausibility of Human-Induced Climate Change (2012, background): “Sadler et al. (2004) showed that students poorly differentiate non-scientific opinions from scientific evidence and predictions of global climate change.”
High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses (2007, background): “…have investigated the relationships between students’ informal reasoning on socio-scientific issues and their conceptual understandings as well as beliefs in the nature of science (e.g., Bell & Lederman, 2003; Hogan, 2002; Sadler, 2004, 2005; Sadler et al., 2004; Yang, 2004; Zeidler et al., 2002).”
Urban High School Students’ Critical Science Agency: Conceptual Understandings and Environmental Actions Around Climate Change (2012, background): “Others have suggested that case based issues, such as climate change, may serve as strong entry points into science education, fostering critical thinking and socioscientific reasoning as well as ethical and moral development (Sadler et al. 2004; Zeidler et al. 2005).”
Argument to Foster Scientific Literacy (2010, background): “A similar intervention occurred in Sadler, Chambers, and Zeidler (2004), Sadler and Donnelly (2006), and Sadler and Fowler (2006), when students read scenarios about gene therapy and asked why or why not they perceived it as appropriate.”
Companion Modelling: A Participatory Approach to Support Sustainable Development (2010, background): “To do so, it relies on four operations linked to socio-scientific reasoning (Sadler et al. 2004): recognize the complexity inherent in an issue; examine the issue from several angles; admit that the issue should be the focus of further enquiry; demonstrate scepticism of information presented.”
Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. (2005, background): “This result was consistent with Sadler et al. (2004), who noted that students were concerned with the evidence and data associated with different positions as well as the social consequences of the positions.”
Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students (2009, background): “For example, science instruction in the context of SSI has been associated with increased understandings of science content knowledge (Sadler et al. 2004; Pedretti, 1999; Zohar & Nemet, 2002) and nature of science (Khishfe & Lederman, 2006).”
Science students' critical examination of scientific information related to socioscientific issues (2006, result): “These findings support studies ( Sadler, 2004; Kolsto, 2001a; Ryder, 2001) which conclude that insights into the nature of science are relevant for examination of the science dimension of SSI.”
When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue (2008, background): “This can lead students to debate about genetically modified foods (Walker 2003), energy choices, examine global climate change (Schweizer and Kelly 2001; Sadler et al. 2004 ), or evaluate the dangers of mobile phones and base stations (Albe 2005), among other issues, in an effort to democratise sci”
Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “In particular, Sadler et al. (2004) found that high school students studying global warming Journal of Research in Science Teaching tended to compartmentalize scientific knowledge, persisting in using personal, social, and moral considerations despite an emphasis in their science class on…”