NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1124937
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2147-611X
Eliciting Students' Understanding of a Local Socioscientific Issue through the Use of Critical Response Pedagogies
Karahan, Engin; Andzenge, Senenge T.; Roehrig, Gillian
International Journal of Education in Mathematics, Science and Technology, v5 n2 p88-100 2017
This study introduces a critical response pedagogy (CRP), an arts-based critical technique to facilitate meaningful dialogue in focus group settings, to secondary school science education students to engage them in discussion about sediment and chemical load in their local river basin community. Using a holistic single case design, twenty-two 11th and 12th graders (15 male and 7 female) from an environment ethics course participated in focus group interviews. The analysis of the data was made via case-by-case analysis individually performed by each researcher to identify themes, then across the cases using the long table (classic) method. The following themes were identified: (1) aroused curiosity, (2) human impact and responsibility, (3) triggering memories, (4) feeling connected to the Minnesota River, (5) outside of the captured area, (6) use of the image, (7) social impacts, (8) economy, and (9) ecological impacts. The findings indicated that student's characterization and description of the rivers is mixed although they have similar observations and experiences. In addition, using a critical response protocol created a dialogical environment where students were comfortable engaging in a conversation about a local controversial issue. Thus, the conversation shifted toward critical analysis of an issue rather than an under informed debate about perspectives. This study showed that critical response pedagogy is a non-threatening way to gauge students' knowledge and understanding of issues and identify possible misconceptions or knowledge gaps which would be useful in designing instruction.
International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 11; High Schools; Grade 12
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: CBET1209402