Science students' critical examination of scientific information related to socioscientific issues
By S. D. Kolstø, Berit Bungum, E. Arnesen, Anders Isnes, Terje Kristensen, K. Mathiassen, I. Mestad, A. Quale, A. Tonning, Marit Ulvik. 2006
171 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/c4cc0c6d6607bded119163b218247b7cdb2b5962
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “Despite its importance, research has shown that students struggle with scientific argumentation (Jiménez-Aleixandre, Rodriguez, & Duschl, 2000; Kelly & Takao, 2002; Kolstø et al., 2006).”
- The Relationship of Science Knowledge, Attitude and Decision Making on Socio-scientific Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea (2014, background): “Science content knowledge is addressed in science curriculum and taught in school science (Kolstø et al. 2006; Sadler & Fowler 2006; Sadler & Zeidler 2005) alongside contextual knowledge such as application of content knowledge and informational knowledge related to the nature of issues and socio-cu”
- SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, background): “Through SSI contexts, in addition to transferring content knowledge to an authentic issue, students’ abilities of critical thinking, decision making and science communication can also be promoted (Albe, 2008; Kolstø et al., 2006; Lee, 2007; Maloney, 2007).”