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ERIC Number: EJ949571
Record Type: Journal
Publication Date: 2012-Jan
Pages: 20
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0157-244X
Students' Research-Informed Socio-Scientific Activism: Re/Visions for a Sustainable Future
Bencze, Larry; Sperling, Erin; Carter, Lyn
Research in Science Education, v42 n1 p129-148 Jan 2012
In many educational contexts throughout the world, increasing focus has been placed on "socio-scientific issues"; that is, disagreements about potential personal, social and/or environmental problems associated with fields of science and technology. Some suggest (as do we) that many of these potential problems, such as those associated with climate change, are so serious that education needs to be oriented towards encouraging and enabling students to become citizen "activists," ready and willing to take personal and social actions to reduce risks associated with the issues. Towards this outcome, teachers we studied encouraged and enabled students to direct open-ended "primary" (e.g., correlational studies), as well as "secondary" (e.g., internet searches), research as sources of motivation and direction for their activist projects. In this paper, we concluded, based on constant comparative analyses of qualitative data, that school students' tendencies towards socio-political activism appeared to depend on myriad, possibly interacting, factors. We focused, though, on curriculum policy statements, school culture, teacher characteristics and student-generated research findings. Our conclusions may be useful to those promoting education for sustainability, generally, and, more specifically, to those encouraging activism on such issues informed by student-led research. (Contains 15 footnotes, 2 tables, and 1 figure.)
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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