Democratic Participation with Scientists Through Socioscientific Inquiry

Abstract

Attempting to ground scientific knowledge in a relevant and meaningful context, the use of socioscientific issues (SSI) in the classroom seeks to encourage students to formulate a critical understanding of the interface between science, society and technology. While rhetoric on SSI in the science education community posits lofty goals such as citizenship education, enhancing students’ connections to science, and empowering students for the betterment of society (Sadler et al. 2007), more research is now needed to investigate fully the potential of these targets. Most of the SSI research focuses heavily on the development of students’ argumentation skills and consideration of multiple views in deliberation about controversial issues such as climate change and genetic engineering (Kolstø et al. 2006). While these are indeed valuable aims centered on important global issues, it is also imperative that SSI-focused education be situated in students’ local communities, connected to their immediate interests, and tied to reflections upon their personal views and the critical dissection of multiple perspectives. Bolstering the SSI and local community connection provides opportunities for students to become active participants and contributors in their community (Hodson 2003).

Appendix: Journal Prompts for PSTs

• 1. Describe ways in which science is a part of your daily life.

• 2. Does the science you learn in school resonate with your own interests? In what ways?

• 3. Do you feel included in the process of science? How?

• 4. A section of the survey asked about your connections to environmental issues. What reactions did you have here?

• 5. How well have your science classes encouraged collaboration and cooperation between the students and the scientific community?

• 6. What kind of role do teachers play in the processes of science?

• 7. How would you describe the relationship you have with science?

• 8. Give an example of a time when you or other students had some input in the scientific community.

• 9. Do you think it’s important for students to be engaged in the scientific community?

• 10. Imagine that the school made collaborating with scientists a requirement for all students. Would you agree or disagree with this decision?

• 11. Have you ever been involved with the scientific community? Why would this be a draw for students to join these communities?

• 12. What suggestions would you have for students collaborating with scientists?

• 13. Describe your experience at the community collaboration.

• 14. Tell me your understanding of the nature of science.

• 15. In what ways was the nature of science underscored in your collaboration with scientists? In what ways was it not?

• 16. Imagine an ideal experience of democratic participation in science. What does it look like?

• 19. Did you feel listened to by the scientific community? How important was your voice?