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'I wouldn't want to be the animal in use nor the patient in need' - the role of issue familiarity in students' socioscientific argumentation

Garrecht, C; Reiss, MJ; Harms, U; (2021) 'I wouldn't want to be the animal in use nor the patient in need' - the role of issue familiarity in students' socioscientific argumentation. International Journal of Science Education 10.1080/09500693.2021.1950944. (In press). Green open access

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Abstract

Students’ argumentation skills are considered a central tool to contribute to scientific controversies in the science classroom. Scientific controversies of social relevance (socioscientific issues; SSI) are subject to multiple viewpoints that are often rooted in diverse disciplines. However, the relationship between issue familiarity and students’ multidisciplinary argumentation is still a matter under discussion. This study: (1) explores whether the selection of a particular issue (animal testing) enables students’ engagement in multidisciplinary argumentation without additional issue familiarisation, i.e., using only their existing knowledge; and (2) clarifies the relationship between increased issue familiarity and students’ multidisciplinary argumentation. One hundred and sixty three ninth and tenth graders participated in this study, of whom one hundred and six took part in a teaching unit to familiarise themselves with the issue of animal testing. The study’s results demonstrate that animal testing constitutes an effective issue to engage students with the complexity of SSI without requiring more than basic familiarity prior to engagement. The results further demonstrate that increased issue familiarity can enhance the overall diversity of discipline-related arguments amongst students; however, not all disciplines were enhanced equally. The findings suggest that more instructional guidance seems to be needed to assist students in broadening their arguments.

Type: Article
Title: 'I wouldn't want to be the animal in use nor the patient in need' - the role of issue familiarity in students' socioscientific argumentation
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/09500693.2021.1950944
Publisher version: https://doi.org/10.1080/09500693.2021.1950944
Language: English
Additional information: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10131735
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