584
Views
73
CrossRef citations to date
0
Altmetric
Original Articles

Tough acts to follow: the challenges to science teachers presented by biotechnological progress

&
Pages 717-733 | Published online: 22 Feb 2007

References

References

  • Bartlett D Payne S (1997) Grounded theory – its basis, rationale and procedures In G McKenzie et al. (eds.) Understanding Social Research: Perspectives on Methodology and Practice (London: Falmer Press), chapter 13
  • Bryce , TGK . (1996) . Towards the achievement of scientific capability . Scottish Educational Review , 28 : 90 – 99 .
  • Colucci L Camino E Perazonne A (2000) Role playing in science: a tool for a nonviolent approach to environmental conflicts Paper presented at the Third Conference of European Researchers in Didactics of Biology, ERIDOB 2000, University of Santiago de Compostela
  • Cooper P Mcintyre D (1996) Effective Teaching and Learning: teachers' and students' Perspectives (Buckingham: Open University Press)
  • Duschl , RA and Osborne , J . (2002) . Supporting and promoting argumentation discourse in science education . Studies in Science Education , 38 : 39 – 72 .
  • Eggleston J (1996) Teaching Design and Technology second edition (Buckingham: Open University Press)
  • Funtowicz , S and Ravetz , J . (1993) . Science for the post‐normal age . Futures , 25 : 739 – 755 .
  • Geddis , A . (1991) . Improving the quality of science classroom discourse on controversial issues . Science Education , 75 (2) : 169 – 183 .
  • Gilligan C (1993) In a Different Voice: Psychological Theory and Women's Development (Cambridge, MA: Harvard University Press)
  • Gray DS Bryce TGK (2003) Challenging New Science: The Biotechnology Summer School, an Evaluation. Phase 1 Final Report (Glasgow: University of Strathclyde)
  • HCSTC (2002) Science Education from 14 to 19. Third Report of Session 2001–02 1 (London: House of Commons Science and Technology Committee)
  • Hodson D (1998) Teaching and Learning Science: Towards a Personalised Approach (Buckingham: Open University Press)
  • Jenkins EW (2001) Research in science education in Europe: retrospect and prospect In H Behrendt et al. (eds.) Research in Science Education – Past, Present and Future (Dordrecht: Kluwer Academic Publishers) (papers presented at the ESERA Conference, Kiel, 1999)
  • Kolstø , SD . (2001) . Scientific literacy for citizenship: tools for dealing with the science dimension of controversial socioscientific issues . Science Education , 85 (3) : 291 – 310 .
  • Levinson R Turner S (2001) Valuable Lessons. Engaging with the Social Context of Science in Schools. Recommendations and Summary of Research Findings (London: The Wellcome Trust)
  • Levinson R Koulouris P Turner S (2000) Constraints and challenges in teaching about the ethical dilemmas arising from developments in biomedical science Paper presented at the BERA conference, Cardiff, 7 September
  • Millar, R. and Osborne, J. (eds.) (1998) Beyond 2000: Science Education for the Future (London: King's College)
  • McCann WS (1997) Teaching about societal issues in science classrooms ERIC Digest Available online: URL: www.ericfacility.net/ericdigests/ed432443.html (accessed 17 March 2004)
  • Newton , P , Driver , R and Osborne , J . (1999) . The place of argumentation in the pedagogy of school science . International Journal of Science Education , 21 (5) : 553 – 576 .
  • Osborne , J . (2002) . Science without literacy: a ship without a sail? . Cambridge Journal of Education , 32 (2) : 203 – 208 .
  • Patronis , T , Potari , D and Spiliotopoulou , V . (1999) . students' argumentation in decisionmaking on a socio‐scientific issue: implications for teaching . International Journal of Science Education , 21 (7) : 745 – 754 .
  • Ratcliffe , M . (1999) . Evaluation of abilities in interpreting media reports of scientific research . International Journal of Science Education , 21 (10) : 1085 – 1099 .
  • Reiss M (2000) Understanding Science Lessons (Buckingham: Open University Press)
  • Ryder , J . (2001) . Identifying science understanding for functional scientific literacy . Studies in Science Education , 36 : 1 – 44 .
  • SATIS (1990, 1992) Science and Technology in Society 16 –19 (London: Association for Science Education)
  • SCCC (1996a) Science Education in Scottish Schools: Looking to the Future (Dundee: Scottish Consultative Council on the Curriculum)
  • SCCC (1996b) Technology Education in Scottish Schools: a Statement of Position from SCCC (Dundee: Scottish Consultative Council on the Curriculum)
  • Silverman , MP . (1992) . Raising questions: philosophical significance of controversy in science . Science and Education , 1 (2) : 163 – 179 .
  • Simonneaux , L . (2001) . Role‐play or debate to promote students' argumentation and justification on an issue in animal transgenesis . International Journal of Science Education , 23 (9) : 903 – 927 .
  • Siraj‐Blatchford J (1996) Learning Technology, Science and Social Justice: An Integrated Approach for 3–13 Year Olds (Nottingham: Education Now Publishing Cooperative)
  • Strand , R . (2000) . Naivety in the molecular life science . Futures , 32 : 451 – 470 .
  • Tytler , R , Duggan , S and Gott , R . (2001) . Dimensions of evidence, the public understanding of science and science education . International Journal of Science Education , 23 (8) : 815 – 832 .
  • Zohar , A and Nemet , F . (2002) . Fostering students' knowledge and argumentation skills through dilemmas in human genetics . Journal of Research in Science Teaching , 39 : 35 – 62 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.