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Book Chapter: Metalogue: Preconditions and resources for productive socio-scientific issues teaching and learning

TitleMetalogue: Preconditions and resources for productive socio-scientific issues teaching and learning
Authors
Issue Date2011
PublisherSpringer
Citation
Metalogue: Preconditions and resources for productive socio-scientific issues teaching and learning. In Sadler, TD (Ed.), Socio-scientific issues in the classroom: teaching, learning and research, p. 271-276. Netherlands: Springer, 2011 How to Cite?
AbstractIt seems natural to include news broadcasts, clips from documentary films, and other media sources to introduce teachers and students to socio-scientific issues (SSI) and to highlight current features of nature of science (NOS). Like the SSI used as contexts in this chapter, media is timely, captures student attention (and therefore qualifies as being “relevant”), and can highlight the different perspectives of individuals concerned with SSI. As someone interested in classroom use of media and how science is represented in the media, I would like to know more about how and why the media clips were selected. In the Severe Acute Respiratory Syndrome (SARS) example, it was clear that multiple perspectives were represented through the clips and the accuracy of the information presented was considered. Was the goal to present an overall picture of the issue? Did the teacher use media for a similar purpose? Did any of the other teachers you observed incorporate media from multiple perspectives within one lesson? What impact, if any, do you think the type or content of media might have on student’s decision making around the issues?
Persistent Identifierhttp://hdl.handle.net/10722/166014
ISBN
Series/Report no.Contemporary trends and issues in science education; v. 39

 

DC FieldValueLanguage
dc.contributor.authorWong, ASLen_US
dc.contributor.authorZeidler, DLen_US
dc.contributor.authorKlosterman, MLen_US
dc.date.accessioned2012-09-20T08:26:19Z-
dc.date.available2012-09-20T08:26:19Z-
dc.date.issued2011en_US
dc.identifier.citationMetalogue: Preconditions and resources for productive socio-scientific issues teaching and learning. In Sadler, TD (Ed.), Socio-scientific issues in the classroom: teaching, learning and research, p. 271-276. Netherlands: Springer, 2011en_US
dc.identifier.isbn9789400711587-
dc.identifier.urihttp://hdl.handle.net/10722/166014-
dc.description.abstractIt seems natural to include news broadcasts, clips from documentary films, and other media sources to introduce teachers and students to socio-scientific issues (SSI) and to highlight current features of nature of science (NOS). Like the SSI used as contexts in this chapter, media is timely, captures student attention (and therefore qualifies as being “relevant”), and can highlight the different perspectives of individuals concerned with SSI. As someone interested in classroom use of media and how science is represented in the media, I would like to know more about how and why the media clips were selected. In the Severe Acute Respiratory Syndrome (SARS) example, it was clear that multiple perspectives were represented through the clips and the accuracy of the information presented was considered. Was the goal to present an overall picture of the issue? Did the teacher use media for a similar purpose? Did any of the other teachers you observed incorporate media from multiple perspectives within one lesson? What impact, if any, do you think the type or content of media might have on student’s decision making around the issues?-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofSocio-scientific issues in the classroom: teaching, learning and researchen_US
dc.relation.ispartofseriesContemporary trends and issues in science education; v. 39-
dc.titleMetalogue: Preconditions and resources for productive socio-scientific issues teaching and learningen_US
dc.typeBook_Chapteren_US
dc.identifier.emailWong, ASL: aslwong@hkucc.hku.hken_US
dc.identifier.authorityWong, ASL=rp00972en_US
dc.identifier.doi10.1007/978-94-007-1159-4_15-
dc.identifier.hkuros208835en_US
dc.identifier.spage271en_US
dc.identifier.epage276en_US
dc.publisher.placeNetherlands-

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