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Direct linkBencze, J. Lawrence; Sperling, Erin R. – Canadian Journal of Science, Mathematics and Technology Education, 2012
Progress has been made in addressing socioscientific issues, such as debates about merits of nuclear power, by encouraging school students to consider complex issues and take positions about them. We contend, however, that they also need to learn to take research-informed actions to address issues. In the study reported here, we concluded--based…
Descriptors: Science Education, Grounded Theory, Science Teachers, Student Teachers
