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Room for discussion?: Examining the role of discussions in students' work with socio-scientific issues
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2010 (English)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

In this thesis the students' experiences of science classroom discussions are examined as well as the nature of their discussions and their ability to take different perspectives while working with socio-scientific issues (SSI). Student questionnaires concerning their attitudes towards school science and science in society, a paper-and-pencil test and focus group discussions have been analysed. The results show that students get to discuss during science lessons, and that they learn a lot from doing so. They also show that the SSI work has brought about a lot of discussions, to which students have a positive attitude. When investigating students' written and oral demonstrationsfewexamplesof argument-based discussions or ofperspective-taking ability were found. Based on these results I argue that in-service teacher training should be carried out, focusing how to organise SSI discussions so that they support students' development of concepts and of generic skills.

Place, publisher, year, edition, pages
2010. , 32 p.
Keyword [en]
secondary school science, science for citizenship, socio-scientific reasoning
National Category
Natural Sciences Educational Sciences
URN: urn:nbn:se:umu:diva-49201OAI: diva2:453560
Subject / course
Examensarbete för lärarexamen
Educational program
Physics, Chemistry, Mathematics
Available from: 2011-12-15 Created: 2011-11-02 Last updated: 2011-12-15Bibliographically approved

Open Access in DiVA