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Teachers' perceptions of the role of evidence in teaching controversial socio-scientific issues

Levinson, Ralph (2006) Teachers' perceptions of the role of evidence in teaching controversial socio-scientific issues. The Curriculum Journal, 17. pp. 247-262. ISSN 0958-5176. DOI UNSPECIFIED

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Item Type: Article
Additional Information: The article was based on a study of eighty three teachers across the curriculum who were interviewed to elicit their views on and approaches to, the teaching of socio-scientific controversial issues to 14–19 year olds, particularly with regard to developments in biomedicine and biotechnology. This study focused on teachers’ views on the nature of evidence in controversial issues and how they deployed evidence in illuminating an issue and making judgments. The methodology consisted of using a hierarchical focusing technique to elicit fine-grained significant points which emerged during the interviews particularly in relation to the use of evidence. Inductive analysis of the data identified outlier themes which demonstrated ambivalence about the relevance of scientific facts or knowledge for discussion of socio-scientific issues. The methods adopted made it possible to identify the main themes emerging - the need for facts; the reliability and validity of evidence; and the contrast between facts and values. The significance of the research is that it highlights the need for support, focus and practice in a range of contexts in the teaching of evidence in controversial socio-scientific issues and that all sources of knowledge need to be examined critically. The article was refereed.
Controlled Keywords: Not age specific , Cross-national , Secondary school , Pedagogy
Divisions: IOE Departments > Departments > Geography, Enterprise, Mathematics and Science
IOE Departments > Departments > Curriculum, Pedagogy and Assessment
Depositing User: IOE Repository Editor (2)
Date Deposited: 09 Oct 2009 15:22
Last Modified: 29 Jan 2015 08:19
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