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Cultural Studies of Science Education

Erschienen in:

01.09.2012

Students’ communication, argumentation and knowledge in a citizens’ conference on global warming

verfasst von: Virginie Albe, Marie-José Gombert

Erschienen in: Cultural Studies of Science Education | Ausgabe 3/2012

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Abstract

An empirical study on 12th-grade students’ engagement on a global warming debate as a citizens’ conference is reported. Within the design-based research methodology, an interdisciplinary teaching sequence integrating an initiation to non-violent communication was developed. Students’ debates were analyzed according to three dimensions: communication, argumentation, and knowledge. Students regulated their oral contributions to the debate by identifying judgments in their discussions. Rhetorical processes developed by students were mainly related to the identity of debate protagonists with interest attributions, authority, and positions. Students’ arguments also relied on empirical data. The students’ knowledge focused on energy choices, economic, political, and science development issues. Implications for socioscientific issues integration in class are discussed.

Vorheriger Artikel Multicultural chemistry and the nature of science: but what about knowledge?

Nächster Artikel A new type of debate for global warming and scientific literacy

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Titel: Students’ communication, argumentation and knowledge in a citizens’ conference on global warming
verfasst von: Virginie Albe
Marie-José Gombert
Publikationsdatum: 01.09.2012
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 3/2012
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-012-9407-1

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