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Handling socio-scientific controversy:Students' reasoning through digital inquiry


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Title: Handling socio-scientific controversy:Students' reasoning through digital inquiry
Authors: Solli, Anne
E-mail: anne.solli@gu.se
Issue Date: 14-Feb-2019
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education, Communication and Learning ; Institutionen för pedagogik, kommunikation och lärande
Parts of work: Solli, A., Bach, F., & Åkerman, B. (2014). Learning to argue as a biotechnologist: disprivileging opposition to genetically modified food. Cultural Studies of Science Education, 9(1), 1–23.
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Solli A. (under review) Appeals to science: recirculation of online claims in socio-scientific reasoning.

Solli, A., Hillman, T., & Mäkitalo, Å. (2017). Navigating the Complexity of Socio-scientific Controversies—How Students Make Multiple Voices Present in Discourse. Research in Science Education.
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Solli, A., Mäkitalo, Å., & Hillman, T. (2018). Rendering controversial socioscientific issues legible through digital mapping tools. International Journal of Computer-Supported Collaborative Learning, 13(4), 391–418.
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Date of Defence: 2019-03-08
Disputation: Fredagen den 8 mars 2019, kl 13.00, Göteborgs universitet, Pedagogen, Lokal:BE 036
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
427
Keywords: science education
digital tools
controversy mapping
socio-scientific reasoning
video analysis
SSIs
Abstract: The ambition of this dissertation is to develop knowledge of students’ reasoning and digital inquiry about socio-scientific controversies (SSCs) in science education contexts. Motivating this research is the vast access to information on SSCs that have become readily available to us through network-based digital media and the challenge of selecting, analyzing and evaluating claims from various disciplines and perspectives. The dissertation is grounded in sociocultural and dialogical perspectives... more
ISBN: 978-91-7346-999-9 (print)
978-91-7346-499-4 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/58396
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik, kommunikation och lärande

 

 

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