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ERIC Number: EJ850262
Record Type: Journal
Publication Date: 2009-Sep
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1871-1502
Socio-Scientific Reasoning Influenced by Identities
Simonneaux, Laurence; Simonneaux, Jean
Cultural Studies of Science Education, v4 n3 p705-711 Sep 2009
Based on the comments by Lopez-Facal and Jimenez-Aleixandre, we consider that the cultural identities within Europe interfere with the question of the re-introduction of the Slovenian bear, generating a kind of "discrimination." When the SAQs under debate run against the students' systems of value, it seems that the closer the connection between the SAQs (socially acute questions) and the territorial and cultural identity, the more deeply the associated systems of values are affected; and the more the evidence is denied, the weaker the socio-scientific reasoning becomes. This result shows the importance of attempting to get the students to clarify the values underlying their socio-scientific reasoning. As Sadler observed, there was no transfer of socio-scientific reasoning on the three questions considered; each SAQ, as they are deeply related to social representations and identity, generated a specific line of reasoning balancing more or less each operation. Among various methods of teaching SAQs--problematizing, genetic, doctrinal and praxeological methods--socio-scientific reasoning may be a complex activity of problematization fostering the development of critical thinking. Confronted with the refusal to analyse the evidence in the case of the bear, and because of the nature of SAQs, we explore the notion of "tangible" proof. We think it is relevant to study, together with the students, the processes of investigation used by the actors to establish or "disestablish" tangible proof on SAQs by analysing the intermediary states of the systems of proof, and possibly the "weak signals" which result in calling for the implementation of the precautionary principle.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A