Science educators from the US, Canada, and Britain examine factors associated with reasoning about socioscientific issues, equating such issues with the consideration of ethical issues and the construction of moral judgments about scientific topics through social interaction and discourse. Within this framework, they view science teaching as a microcosm of society that must entail such features as processes of inquiry, conflict, negotiation, compromise, decision making, and commitment. They argue that in order to ensure key experiences, science educators must present a coherent framework that enables educators and curriculum specialists to understand the moral growth of children. No index is provided. Annotation (c) Book News, Inc., Portland, OR (booknews.com)
This is the first book to address moral reasoning and socioscientific discourse. It provides a theoretical framework to reconsider what a "functional view" of scientific literacy entails, by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to habits of mind about socioscientific content. The text covers philosophical, psychological and pedagogical considerations underpinning moral reasoning, as well as the status of socioscientific issues in science education.
This book is the first to directly address moral reasoning and socioscientific discourse. It provides a theoretical framework to rethink what a "functional view" of scientific literacy entails by examining how nature of science issues, classroom discourse issues, cultural issues, and science-technology-society-environment case-based issues contribute to developing habits of mind about socioscientific content. This is an excellent book for both theoretical and practical purposes.
