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Towards a theoretical framework for teaching controversial socio-scientific issues

Levinson, Ralph (2006) Towards a theoretical framework for teaching controversial socio-scientific issues. International Journal of Science Education, 28. pp. 1201-1224. ISSN 0950-0693

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Item Type: Article
Additional Information: The premise of this article is that the teaching of socio-scientific issues has been insufficiently problematised and theorized. It therefore draws on three main interconnecting strands of theory to provide such a model for a pluralistic democratic society. These strands are derived from Rawls’ burdens of judgement, the concept of communicative virtues and Bruner’s modes of thought. All three strands are situated within the teaching of controversial socio-scientific issues, exemplified and attuned to practice. The significance of this research is that it provides a new framework for supporting the teaching of socio-scientific issues in schools. The value of the model has been recognized through summaries in the journals Education in Chemistry and The Science Education Review.
Controlled Keywords: 17 - 18 , 11 - 16 , 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: 14 Oct 2009 13:59
Last Modified: 14 Oct 2013 11:52
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