Facts and Values in Students' Reasoning about Gene Technology in the Frame of Risk -- A Thick Comprehension

Autor/inn/en	Lundegård, Iann; Arvanitis, Leena; Hamza, Karim; Schenk, Linda; Wojcik, Andrzej; Haglund, Karin
Titel	Facts and Values in Students' Reasoning about Gene Technology in the Frame of Risk -- A Thick Comprehension
Quelle	In: Environmental Education Research, 28 (2022) 9, S.1283-1296 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arvanitis, Leena) ORCID (Hamza, Karim) ORCID (Schenk, Linda) ORCID (Wojcik, Andrzej)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2031900
Schlagwörter	Correlation; Risk; Student Attitudes; Genetics; Logical Thinking; Persuasive Discourse; Aesthetics; Epistemology; Educational Games; Ethics; Units of Study; Science and Society; High School Students; Foreign Countries; Language Usage; Biology; Group Discussion; Engineering; Sweden + Suchen Sie Ihr Suchwort? Korrelation; Risiko; Schülerverhalten; Humangenetik; Persuasion; Persuasive Kommunikation; Ästhetik; Erkenntnistheorie; Educational game; Lernspiel; Ethik; Lerneinheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Sprachgebrauch; Biologie; Gruppendiskussion; Maschinenbau; Schweden
Abstract	In the current debate, there is no consensus on the relationship between knowledge and values in students' reasoning and argumentation in socio-scientific and sustainability issues, i.e. if these should be addressed as separate entities or rather treated as a whole. In this study, we address this question empirically, with students engaging in two language games -- aesthetic and epistemological -- as they deliberate on ethical issues associated with genetic engineering. The study reports on a course unit that includes lectures, group work and student-led value-clarification exercises. The ways in which the language games interact were analysed using the established methods of Practical Epistemology Analysis (PEA) and analysis of Deliberative Educational Questions (DEQ). Our results show that aesthetic and epistemological language games were intricately intertwined in the students' reasoning. Given this close entanglement, each language game was conducive to the development of the other and in so doing, deepened the understanding of the content as a whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01