| dc.creator |
Shu-Nu CHANG RUNDGREN |
|
| dc.creator |
Carl-Johan RUNDGREN |
|
| dc.date |
2010-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:21:14Z |
|
| dc.date.available |
2015-08-12T11:21:14Z |
|
| dc.identifier |
1609-4913 |
|
| dc.identifier |
https://doaj.org/article/9038faf4ec9b4e9bb276f18b133e491b |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28813 |
|
| dc.description |
The trend of socioscientific issues (SSIs) has been emergent in the science- and technology-dominated society of today. Accordingly, during the past 20 years, students’ skills of argumentation and informal reasoning about SSIs have achieved greater emphasis and profile in school education. Based upon the importance of SSIs, more and more researchers have investigated how students reason and make arguments about SSIs, and also explored the dimensions influencing students’ arguments and also involved in the various SSIs. This article has a threefold purpose. Firstly, we want to address the different roles of SSIs in science education nowadays, and secondly, after reviewing the divergent dimensions involved in SSIs from previous literature, we want to provide a holistic view to represent the essence of SSIs via the SEE-SEP model (connecting six subject areas of Sociology/culture, Environment, Economy, Science, Ethics/morality and Policy with three aspects of value, personal experience and knowledge) developed here. Thirdly, to support the SEE-SEP model, examples extracted from former studies are presented. The implications for research and for school science education are discussed. |
|
| dc.language |
English |
|
| dc.language |
Chinese |
|
| dc.publisher |
Hong Kong Institute of Education |
|
| dc.relation |
http://www.ied.edu.hk/apfslt/v11_issue1/changsn/ |
|
| dc.relation |
https://doaj.org/toc/1609-4913 |
|
| dc.source |
Asia-Pacific Forum on Science Learning and Teaching, Vol 11, Iss 1, p 2 (2010) |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
SEE-SEP: From a separate to a holistic view of socioscientific issues |
|
| dc.type |
article |
|