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  • 1.
    Eriksson, Martin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Att ta ställning: Gymnasieelevers argumentation och beslutsfattande om sociovetenskapliga dilemman2014Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis aims to explore students’ argumentation and decision-making relating to authentic socioscientific issues (SSI). The ability to make informed decisions about socio scientific issues has been recognized to be an important element in science education to achieve the goal of scientific literacy. However, deliberation on SSIs deals with the fact-value intertwinement and has proven to be a tricky affair, both for students and teachers. In paper I, the focus is on upper secondary students’ use of different reasons in arguing about the existence of wolfs in Sweden. To investigate the students’ ability to find supporting reasons from different subject areas in their informal argumentation, the SEE-SEP model was used as an analytical framework. The results showed that the value aspect dominates students’ informal argumentation on the SSI of wolves in Sweden. In paper II a six-step SSI instructional model is presented, designed to develop students’ ability to argue about complex multi-disciplinary issues. This six-step SSI instructional model aims to create a forum that encourages students to interact with one-another and discuss their arguments dynamically. In paper III students’ argumentation and decision-making upon an authentic SSI relating to environmental toxins in fish from the Baltic Sea, was studied. The students’ argumentation and decision making processes were followed closely and data were collected during multiple stages of the SSI-instructional model. The analysis focused on students’ skills of evaluation and the relationships between the values, knowledge and experiences that they used in their argumentation. The results showed that even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, depending on their background values, knowledge and experiences (i.e. their intellectual baggage). Implications for teaching and research are discussed.

    Fulltekst (pdf)
    fulltext
  • 2.
    Eriksson, Martin
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för konstnärliga studier (from 2013).
    Rundgren, Carl-Johan
    Stockholms universitet.
    Vargfrågan: Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma2012Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, nr 1, s. 43-58Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The focus of this study is the attitudes towards wolves in Sweden among upper secondary students.This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects,and provides a context to study students’ informal argumentation. The different arguments usedby the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probingattitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondarystudents. 18 students were interviewed in focused group-interviews (in pairs). The results showedthat 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood.The analysis of the different aspects of arguments used by the students in the interviewsshowed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%).

  • 3. Rundgren, Carl-Johan
    et al.
    Eriksson, Martin
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för konstnärliga studier.
    Umweltgifte in Fischen aus der Ostsee: Eine Strategie zum Umgang mit kontroversen Fragestellungen im naturwissenschaftlichen Unterricht2014Inngår i: Der mathematische und naturwissenschaftlich Unterricht (MNU), ISSN 0025-5866, Vol. 67, nr 6, s. 332-336Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [de]

    Dieser Artikel diskutiert ein Unterrichtsmodul für die Sekundarstufe II aus dem PROFILES Projekt in Schweden. Thematisiert wird das Problem von Umweltgiften in Fischen aus der Ostsee, welches aus einer naturwissenschaftlich-gesellschaftlichen Sicht behandelt wird. Dabei erlernen die Schüler nicht nur naturwissenschaftliche Hintergründe und Argumente, sondern erwerben auch allgemeine Kompetenzen aus den Bereichen Kommunikation und Bewertung.

  • 4.
    Rundgren, Carl-Johan
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    Eriksson, Martin
    Chang Rundgren, Shu-Nu
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper.
    The fact-value intertwinement: Investigating upper secondary students’ decision-making concerning socioscientific issuesManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    This study aims to explore students’ argumentation and decision-making relating to an authentic socioscientific issue (SSI) – the problem of environmental toxins in fish from the Baltic Sea. An instructional exercise module was designed to develop students’ ability to argue about complex multi-disciplinary issues. Seven science majors in the final year of their upper secondary studies participated in the this studyinstructional exercise. Their argumentation and decision making processes were followed closely and data were collected during multiple stages of the instructional moduleexercise: group discussions were tapedaudio recorded, the participants wrote reports on their decision making and submitted them for analysis, and post-exercise interviews were conducted with individual students. The analysis focused on the skills of evaluation demonstrated by the students during the exercise and the relationships between the values, knowledge and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account, and were able to extend their claims where appropriate. However, their decisions differed depending on their background values, knowledge and experiences (i.e. their intellectual baggage).

  • 5.
    Rundgren, Carl-Johan
    et al.
    Stockholm Univ, Dept Math & Sci Educ, SE-10691 Stockholm, Sweden..
    Eriksson, Martin
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Rundgren, Shu-Nu Chang
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013). Stockholm University, Dept Educ, Stockholm, Sweden..
    Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues2016Inngår i: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 25, nr 9-10, s. 1049-1071Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study aims to explore students' argumentation and decision-making relating to an authentic socioscientific issue (SSI)-the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students' skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed.

    Fulltekst (pdf)
    fulltext
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