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Expanding the notion of critical examination in science education: The role of self-examination, compassion and narrative imagination in students' comparison of cow's and oat milk
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.ORCID-id: 0000-0002-6007-1658
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
Abstract [en]

The overarching interest of this study is how science education, when it connects students emotionally to a topic, may contribute to cultivating democratic citizenship in a globalised world. The urge for joint global actions and a mutual sense of responsibility for achieving a sustainable future need to be balanced with consideration for inequalities, accountability and differences in agency among people around the world. This raises questions of what citizens need to know, do and feel in order to respond to the contemporary and future needs of a broader humanity. This study explores how Martha Nussbaum’s notion of 'world citizenship' (1997) may be used to expand the understanding of critical examination of socioscientific controversies in science education. We analyse how groups of upper secondary science students engage in a critical examination of cow’s and oat milk production and consumption from multiple perspectives. The study provides examples of how critical examination of science may be recognised not only in terms of traditionally valued forms (such as source critique) but also as a way to: critically examine norms, traditions and personal habits around milk; recognise oneself as bound to others by ties of concern for human and environmental wellbeing; imagine pathways to a sustainable future; and make moral judgements on the milk cow’s right to life. Establishing science education practices that allow for students’ own constructions of closeness and care rather than rhetoric and resolution in examining tensions and otherness plays an important role in practicing 'world citizenship'.

Emneord [en]
socioscientific controversies, critical examination, narrative imagination, Martha Nussbaum, world citizenship, science education
HSV kategori
Forskningsprogram
naturvetenskapsämnenas didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-184167OAI: oai:DiVA.org:su-184167DiVA, id: diva2:1458369
Tilgjengelig fra: 2020-08-16 Laget: 2020-08-16 Sist oppdatert: 2022-02-26bibliografisk kontrollert
Inngår i avhandling
1. Cultivating humanity in science education: A capabilities approach to students' critical examination of public issues in science education
Åpne denne publikasjonen i ny fane eller vindu >>Cultivating humanity in science education: A capabilities approach to students' critical examination of public issues in science education
2020 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This dissertation is about science education as an education for citizenship with a particular focus on the potential of inviting students to participate in critical examination of public issues in the media. Through digital media, a vast amount of health-related information is readily available to the public. People who turn to the Internet in search of health information of any kind, will come across a vast array of voices, information and contradictory claims. The rationale of this dissertation is the recognised challenges for citizens to stay critical when public issues that relate to health and nutrition are examined on the Internet. The aim of this dissertation is to contribute to expanding and nuancing the understanding of students’ critical examination of public issues in science education by drawing on a capabilities approach. Philosopher Martha Nussbaum’s version of the capabilities approach and notion of ‘world citizenship’ is situated in science education and used for analysing students’ participation in critical examination of public issues relating to health. In addition, sociocultural perspectives are drawn upon to conceptualise learning. The dissertation builds on two different research projects, both conducted as design-based research collaborations with upper secondary school science teachers and their students. The data are comprised of audio and video recordings of student group discussions as they search for and critically examine health-related information on the Internet, and video recordings and field notes from the teachers’ whole-class introductions to the activities. Data have been analysed using qualitative content analysis, also drawing on the work of Nussbaum. The findings in this dissertation are presented in four papers. Paper I reports how the introduction of an evaluation tool afforded and constrained students’ critical examination of health issues on the Internet, and how this process can be fruitfully analysed by taking a capabilities approach. The findings show how use of the evaluation tool caused students to privilege scientific information, leaving lived experiences of health issues and students’ own purposes of the information-searching unexamined. Paper II focuses students’ critical examination of controversial and emerging science reported in news media. The findings illuminate how students’ encounters with a controversial nutrition study on the Internet triggered epistemological work — the examination of scientific knowledge as embedded in social, cultural and historical practices. Paper III focuses students’ critical examination of a science-laden public issue concerning milk consumption. The findings show how the students examine their own and societal moral underpinnings of consuming milk, and how the production and consumption of milk affect people's lives and the places we live. In these conversations on milk, the students also imagine different sustainable futures. Paper IV proposes a heuristic for ethical reflection on participatory science education research, highlighting reflective questions in relation to the dimensions of ontology, epistemology and methodology. It is intended to extend standard ethical reflection in education research by taking hierarchies, roles, values, risks, objectives and accountability into account. Overall, the results reported in this dissertation emphasise that students’ critical examination of public issues in the media cannot be limited to source critique that aims to sift out ‘facts’ and uncontested science. This dissertation illuminates the potentiality of science education for citizenship in providing students with opportunities to participate in critical examination of themselves and society in encounters with issues of public concern.

sted, utgiver, år, opplag, sider
Stockholm: The Department of Mathematics and Science Education, Stockholm University, 2020. s. 122
Emneord
science education, critical examination, public issues, Martha Nussbaum, the capabilities approach, ‘world citizenship’, narrative imagination, research ethics, participatory research
HSV kategori
Forskningsprogram
naturvetenskapsämnenas didaktik
Identifikatorer
urn:nbn:se:su:diva-184166 (URN)978-91-7911-260-8 (ISBN)978-91-7911-261-5 (ISBN)
Disputas
2020-10-02, Vivi Täckholmsalen (Q-salen) NPQ-huset, Svante Arrhenius väg 20, digitally via conference (Zoom), public link https://stockholmuniversity.zoom.us/j/64892637903, Stockholm, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2020-09-09 Laget: 2020-08-16 Sist oppdatert: 2022-02-26bibliografisk kontrollert

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