The first volume to directly address moral reasoning and socioscientific discourse
Provides a theoretical framework to rethink what a "functional view" of scientific literacy entails by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to developing habits of mind about socioscientific content
Excellent for both theoretical and practical purposes
This is the first book to address moral reasoning and socioscientific discourse. It provides a theoretical framework to reconsider what a "functional view" of scientific literacy entails, by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to habits of mind about socioscientific content. The text covers philosophical, psychological and pedagogical considerations underpinning moral reasoning, as well as the status of socioscientific issues in science education.
|Norman G. Lederman I remember moving into my graduate student office at Syracuse University in 1979 as if it was yesterday. Directly across the hall was another graduate student office with the door closed. On the door was an index card with the following quote: Nothing happened in 1945 except that we changed the scale of our indifference to man; and conscience, in revenge, for an instant became immediate to us. Before the immediacy fades in a sequence of televised atomic tests, let us acknowledge our subject for what it is: civilization face to face with its own implications. The implications are both the industrial slum which Nagasaki was before it was bombed, and the ashy desolation which the bomb made of the slum. And 1 civilization asks of both ruins, `Is You Is Or Is You Ain´t Ma Baby?´ The quotation focused around an individual´s viewing and reaction to the destruction in Nagasaki following the dropping of a nuclear bomb. The quote was from Bronowski´s Science and Human Values and it was pasted to the door of Dana Zeidler´s office. What goes around comes around in educational circles and I was unavoidably reminded of the quotation on Dana´s door when reading this volume in preparation for the writing of this Foreword. I am not simply reminiscing about my first day as a PhD student, but rather I think the Bronowski quote cuts to the core of the text you are about to read.
Acknowledgements. Introduction; N.G. Lederman. Section I: Moral Reasoning. 1. The Role of Moral Reasoning and the Status of Socioscientific Issues in Science Education; D.L. Zeidler, M. Keefer. Section II: Nature of Science Issues. 2. Socioscientific Issues in Pre-college Science Classrooms; F. Abd-El-Khalick. 3. Exploring the Role of NOS Understandings in Decision-Making; R.L. Bell. 4. Beliefs in the Nature of Science and Responses to Socioscientific Issues; M.L. Simmons, D.L. Zeidler. Section III: Classroom Discourse Issues. 5. The Role of Argument During Discourse about Socioscientific Issues; D.L. Zeidler, J. Osborne, S. Erduran, S. Simon, M. Monk. 6. Integrating Science Education and Character Education; M.W. Berkowitz, P. Simmons. 7. The Assessment of Argumentation and Explanation; R. Duschl. Section IV: Cultural Issues. 8. Morality, Spirituality and Science in the Elementary Classroom; K. Witz, N. MacGregor. 9. Recognizing and Solving Ethical Dilemmas in Diverse Science Classrooms; C.C. Loving, S.W. Lowy, C. Martin. 10. The Morality of Inclusive Verses Exclusive Settings; J.R. McGinnis. Section V: Science-Technology-Society-Environment Social and Case-Based Issues. 11. Teaching Science, Technology, Society and Environment (STSE) Education; E. Pedretti. 12. Moral Reasoning and Case-based Approaches to Ethical Instruction in Science; M. Keefer. 13. Scientific Errors, Atrocities, and Blunders; T.D. Sadler, D.L. Zeidler. Section VI: Concluding Remarks. 14. Unifying Themes in Moral Reasoning on Socioscientific Issues and Discourse; D.L. Zeidler, J. Lewis. Notes on the Contributing Authors.
This book is the first in the field to directly address moral reasoning and socioscientific discourse. It provides a theoretical framework to rethink what a "functional view" of scientific literacy entails by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to developing habits of mind about socioscientific content. The philosophical, psychological and pedagogical considerations underpinning the role of moral reasoning and the status of socioscientific issues in science education have been succinctly expressed and elucidated in this book. Science teachers, teacher educators, researchers, curriculum designers, politicians, and organizations interested in educational and political reform should find this volume very relevant and important for their missions. The extensive coverage of topics makes this book excellent for both theoretical and practical purposes.
Norman G. Lederman I remember moving into my graduate student office at Syracuse University in 1979 as if it was yesterday. Directly across the hall was another graduate student office with the door closed. On the door was an index card with the following quote: Nothing happened in 1945 except that we changed the scale of our indifference to man; and conscience, in revenge, for an instant became immediate to us. Before the immediacy fades in a sequence of televised atomic tests, let us acknowledge our subject for what it is: civilization face to face with its own implications. The implications are both the industrial slum which Nagasaki was before it was bombed, and the ashy desolation which the bomb made of the slum. And 1 civilization asks of both ruins, 'Is You Is Or Is You Ain't Ma Baby?' The quotation focused around an individual's viewing and reaction to the destruction in Nagasaki following the dropping of a nuclear bomb. The quote was from Bronowski's Science and Human Values and it was pasted to the door of Dana Zeidler's office. What goes around comes around in educational circles and I was unavoidably reminded of the quotation on Dana's door when reading this volume in preparation for the writing of this Foreword. I am not simply reminiscing about my first day as a PhD student, but rather I think the Bronowski quote cuts to the core of the text you are about to read.
The Role of Moral Reasoning and the Status of Socioscientific Issues in Science Education.- Nature of Science Issues.- Socioscientific Issues in Pre-College Science Classrooms.- Exploring the Role of Nature of Science Understandings in Decision-Making.- Beliefs in the Nature of Science and Responses to Socioscientific Issues.- Classroom Discourse Issues.- The Role of Argument During Discourse About Socioscientific Issues.- Integrating Science Education and Character Education.- The Assessment of Argumentation and Explanation.- Cultural Issues.- Morality, Spirituality and Science in the Elementary Classroom.- Recognizing and Solving Ethical Dilemmas in Diverse Science Classrooms.- The Morality of Inclusive Verses Exclusive Settings.- Science-Technology-Society-Environment Social and Case-Based Issues.- Teaching Science, Technology, Society and Environment (STSE) Education.- Moral Reasoning and Case-Based Approaches to Ethical Instruction in Science.- Scientific Errors, Atrocities and Blunders.- Concluding Remarks.- Unifying Themes in Moral Reasoning on Socioscientific Issues and Discourse.
Inhaltsverzeichnis
The Role of Moral Reasoning and the Status of Socioscientific Issues in Science Education.- Nature of Science Issues.- Socioscientific Issues in Pre-College Science Classrooms.- Exploring the Role of Nature of Science Understandings in Decision-Making.- Beliefs in the Nature of Science and Responses to Socioscientific Issues.- Classroom Discourse Issues.- The Role of Argument During Discourse About Socioscientific Issues.- Integrating Science Education and Character Education.- The Assessment of Argumentation and Explanation.- Cultural Issues.- Morality, Spirituality and Science in the Elementary Classroom.- Recognizing and Solving Ethical Dilemmas in Diverse Science Classrooms.- The Morality of Inclusive Verses Exclusive Settings.- Science-Technology-Society-Environment Social and Case-Based Issues.- Teaching Science, Technology, Society and Environment (STSE) Education.- Moral Reasoning and Case-Based Approaches to Ethical Instruction in Science.- Scientific Errors, Atrocities and Blunders.- Concluding Remarks.- Unifying Themes in Moral Reasoning on Socioscientific Issues and Discourse.
Klappentext
Norman G. Lederman I remember moving into my graduate student office at Syracuse University in 1979 as if it was yesterday. Directly across the hall was another graduate student office with the door closed. On the door was an index card with the following quote: Nothing happened in 1945 except that we changed the scale of our indifference to man; and conscience, in revenge, for an instant became immediate to us. Before the immediacy fades in a sequence of televised atomic tests, let us acknowledge our subject for what it is: civilization face to face with its own implications. The implications are both the industrial slum which Nagasaki was before it was bombed, and the ashy desolation which the bomb made of the slum. And 1 civilization asks of both ruins, ¿Is You Is Or Is You Ain¿t Ma Baby?¿ The quotation focused around an individual¿s viewing and reaction to the destruction in Nagasaki following the dropping of a nuclear bomb. The quote was from Bronowski¿s Science and Human Values and it was pasted to the door of Dana Zeidler¿s office. What goes around comes around in educational circles and I was unavoidably reminded of the quotation on Danäs door when reading this volume in preparation for the writing of this Foreword. I am not simply reminiscing about my first day as a PhD student, but rather I think the Bronowski quote cuts to the core of the text you are about to read.
The first volume to directly address moral reasoning and socioscientific discourse
Provides a theoretical framework to rethink what a "functional view" of scientific literacy entails by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to developing habits of mind about socioscientific content
Excellent for both theoretical and practical purposes
Includes supplementary material: sn.pub/extras
