Naturvetenskap möter etik: En klassrumsstudie av elevers diskussioner om samhällsfrågor relaterade till bioteknik
Abstract
The aim of this thesis is to contribute to increased understanding of students’
learning from discussing different socio-scientific issues in connection to biotechnology. In the international literature there is a call for ethical issues to be incorporated within school science education. The rapid rate of development in science and technology, particularly biotechnology, with an increasing need to consider the ethical implications from these applications is the main reason behind this call.
In being a teacher-researcher I could design the teaching as an integrated
part of the research design, thus the teaching could be understood as an
intervention based on previous research in argumentation, SSI and science
education. My theoretical lens was that learning involves a passage from the
social context to individual understanding, which means that new ideas must
be rehearsed between people and talked through. Hence, the teaching was
based on students discussing different SSIs in connection to biotechnology in
peer groups. Data collection involved students’ individually written arguments
from before, during and after the intervention, along with students’ own
video-recordings from the peer discussions.
My study shows that many students, after the intervention, intertwine
ethical aspects and scientific concepts into their arguments. Furthermore,
besides describing the societal and longer term consequences of the issues, the
students question aspects of right and wrong, and consider who might have
the opportunity to use new technology. Students’ capacity to give more
reflective arguments appears to be connected to the support the students give
each other in the peer discussions.Many students report that they can relate the issues discussed in school to issues discussed in society outside school. Thus, the study demonstrates how students, assisted through the intervention, gain the opportunity to become reflective and scientific literate citizens. Therefore, the study shows the
importance of introducing peer discussions and debates about different SSIs
into school science.
Parts of work
1. Berne, B. (2014). Progression in Ethical Reasoning When Addressing
Socio-scientific Issues in Biotechnology, International Journal of Science
Education, 36(17-18), 2958-2977: http://dx.doi.org/10.1080/09500693.2014.941957 2. Berne, B. (2015, inskickad till Science Education). The Impact of Peer
Discussions on Students’ Arguments when Addressing Socio-scientific
Issues in Biotechnology 3. Berne, B. (2015, under granskning för International Journal of Science
Education). Contingency in Peer Scaffolding when Addressing Socioscientific
Issues in Biotechnology. 4. Berne, B. (2015, under granskning för Nordisk Tidskrift för Allmän
Didaktik). Elevers Reaktualisering av Naturvetenskapliga Begrepp i
Gruppdiskussioner om Bioteknikens användning
Degree
Doctor of Philosophy
University
Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution
Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Disputation
Fredagen den 5 juni 2015, kl 13, Pedagogen, Göteborgs universitet, Hus B, Lokal BE 036
Date of defence
2015-06-05
birgitta.berne@ped.gu.se
birgitta.berne@afh.goteborg.se
Other description
Denna doktorsavhandling i forskarutbildningsämnet Ämnesdidaktik med inriktningar har genomförts inom ramen för forskarskolan i utbildningsvetenskap vid Centrum för utbildningsvetenskap och lärarforskning, Göteborgs universitet.
Centrum för utbildningsvetenskap och lärarforskning, CUL
Forskarskolan i utbildningsvetenskap
Doktorsavhandling 48
Date
2015-05-08Author
Berne, Birgitta
Keywords
SSIs
biotechnology
ethical reasoning
scaffolding
teacher-researcher
social contructivism
Publication type
Doctoral thesis
ISBN
978-91-7346-829-9 (tryckt)
978-91-7346-830-5 (pdf )
ISSN
0436-1121
Series/Report no.
Gothenburg Studies in Educational Sciences
367
Language
eng