Does the Discussion of Socio‐Scientific Issues require a Paradigm Shift in Science Teachers' Thinking?

References

• Alvermann , D. E. , O'Brien , D. G. and Dillon , D. R. 1990 . What teachers do when they say they're having discussions of content area reading assignments: A qualitative analysis . Reading Research Quarterly , 25 : 296 – 322 .
   Web of Science ®Google Scholar
• Barnett , J. and Hodson , D. 2001 . Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know . Science Education , 85 : 426 – 453 .
   Web of Science ®Google Scholar
• Bennett , J. , Hogarth , S. , Lubben , F. , Campbell , B. and Robinson , A. 2010 . Talking science: The research evidence on the use of small group discussions in science teaching . International Journal of Science Education , 32 : 69 – 95 .
   Web of Science ®Google Scholar
• Bridges , D. 1979 . Education, democracy and discussion , Windsor : National Foundation for Educational Research (NFER) .
   Google Scholar
• Bridges , D. 1987 . Discussion and questioning . Questioning Exchange , 1 : 34 – 37 .
   Google Scholar
• Brookfield , S. D. and Preskill , S. 2005 . Discussion as a way of teaching: Tools and techniques for democratic classrooms , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Bryce , T. G. K. and Gray , D. S. 2004 . Tough acts to follow: The challenges to science teachers presented by biotechnological progress . International Journal of Science Education , 26 (6) : 717 – 733 .
   Web of Science ®Google Scholar
• Clark , C. M. and Peterson , P. L. 1986 . “ Teachers' thought processes ” . In Handbook of research on teaching , 3rd ed. , Edited by: Wittrock , M. 266 – 298 . New York : Macmillan .
   Google Scholar
• Cross , R. and Price , R. 1996 . Science teachers' social conscience and the role of teaching controversial issues in the teaching of science . Journal of Research in Science Teaching , 33 : 319 – 333 .
   Web of Science ®Google Scholar
• Dawson , V. M. and Venville , G. 2010 . Teaching strategies for developing students' argumentation skills about socioscientific issues in high school genetics . Research in Science Education , 40 : 133 – 148 .
   Web of Science ®Google Scholar
• Dillon , J. T. 1984 . Research on questioning and discussion . Educational Leadership , 42 : 51 – 56 .
   Google Scholar
• Dillon , J. T. 1990 . “ Conducting discussions by alternatives to questioning ” . In Teaching and learning through discussion: The theory, research and practice of the discussion method , Edited by: Wilen , W. W. 79 – 96 . Springfield, IL : Charles C. Thomas .
   Google Scholar
• Dillon , J. T. 1994 . Using discussion in classrooms , Buckingham : Open University Press .
   Google Scholar
• Farmer , S. , Finlayson , M. , Kibble , R. and Roach , A. 2006 . The ROSE survey in Scotland—An initial report: Views of secondary 3 pupils on the relevance of science education , Glasgow : STEM‐ED Scotland .
   Google Scholar
• Glaser , B. G. and Strauss , A. L. 1967 . “ The discovery of grounded theory: Strategies for qualitative research ” . New York : Aldine DeGryler .
   Google Scholar
• Gray , D. S. and Bryce , T. G. K. 2006 . Socio‐scientific issues in science education: Implications for the professional development of teachers . Cambridge Journal of Education , 36 (2) : 171 – 192 .
   Google Scholar
• Henning , J. E. 2008 . The art of discussion‐based teaching: Opening up conversation in the classroom , New York : Routledge .
   Google Scholar
• Hess , D. E. 2004 . Discussion in social studies: Is it worth the trouble? . Social Education , 68 : 151 – 155 .
   Google Scholar
• Hodson , D. 1999 . Building a case for a socio‐cultural and inquiry‐oriented view of science education . Journal of Science Education and Technology , 8 : 241 – 249 .
   Google Scholar
• Hodson , D. 2003 . Time for action: Science education for an alternative future . International Journal of Science Education , 25 : 645 – 670 .
   Web of Science ®Google Scholar
• Larson , B. E. 2000 . Classroom discussion: A method of instruction and a curriculum outcome . Teaching and Teacher Education , 16 : 661 – 677 .
   Web of Science ®Google Scholar
• Levinson , R. 2001 . Should controversial issues in science be taught through the humanities? . Schools Science Review , 82 : 97 – 102 .
   Google Scholar
• Levinson , R. Teaching socio‐scientific issues: Challenges in traversing domains . Paper presented at the ESERA conference . Noorwijkerhout, The Netherlands. August .
   Google Scholar
• Levinson , R. and Turner , S. 2001 . Valuable lessons engaging with the social context of science in schools , London : The Wellcome Trust .
   Google Scholar
• McNeill , K. L. and Pimentel , D. 2010 . Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation . Science Education , 94 : 203 – 229 .
   Web of Science ®Google Scholar
• Millar , R. and Osborne , J. 1998 . Beyond 2000: Science education for the future , London : King's College .
   Google Scholar
• Nystrand , M. , Gamoran , A. and Carbonaro , W. 1998 . Towards an ecology of learning: The case of classroom discourse and its effects on writing in high school English and social studies , Albany, NY : Center on English Learning & Achievement .
   Google Scholar
• Osborne , J. , Duschl , R. and Fairbrother , R. 2002 . Breaking the mould? Teaching science for public understanding , London : Nuffield Foundation .
   Google Scholar
• Osborne , J. , Erduran , S. and Simon , S. 2004 . Enhancing the quality of argumentation in school science . Journal of Research in Science Teaching , 41 : 994 – 1020 .
   Web of Science ®Google Scholar
• Oulton , C. , Dillon , J. and Grace , M. M. 2004 . Reconceptualizing the teaching of controversial issues . International Journal of Science Education , 26 : 411 – 423 .
   Web of Science ®Google Scholar
• Parker , W. C. and Hess , D. 2001 . Teaching with and for discussion . Teaching and Teacher Education , 17 : 273 – 289 .
   Web of Science ®Google Scholar
• Posner , G. J. , Strike , K. A. , Hewdon , P. W. and Gertzog , W. A. 1982 . Accommodation of a scientific conception: Towards a theory of conceptual change . Science Education , 66 : 211 – 227 .
   Google Scholar
• Ravetz , J. 2002 . Reflections on the new tasks for science education , House of Commons Committee for Science and Technology . Unpublished evidence
   Google Scholar
• Reiss , M. 1999 . Teaching ethics in science . Studies in Science Education , 37 : 115 – 140 .
   Google Scholar
• Sadler , T. 2004a . Informal reasoning regarding socioscientific issues: A critical review of research . Journal of Research in Science Teaching , 41 : 513 – 536 .
   Web of Science ®Google Scholar
• Sadler , T. 2004b . Moral and ethical dimensions of socioscientific decision‐making as integral components of scientific literacy . Science Educator , 13 : 39 – 48 .
   Google Scholar
• Sadler , T. and Zeidler , D. 2005 . The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues . Science Education , 89 : 71 – 93 .
   Web of Science ®Google Scholar
• Sadler , T. D. and Donnelly , L. A. 2006 . Socioscientific argumentation: The effects of content knowledge and morality . International Journal of Science Education , 28 : 1463 – 1488 .
   Web of Science ®Google Scholar
• Simon , S. , Erduran , S. and Osborne , J. 2006 . Learning to teach argumentation: Research and development in the science classroom . International Journal of Science Education , 28 : 235 – 260 .
   Web of Science ®Google Scholar
• Strike , K. A. and Posner , G. J. 1982 . Conceptual change in science teaching . International Journal of Science Education , 4 : 231 – 240 .
   Google Scholar
• Vosniadou , S. and Brewer , W. F. 1987 . Theories of knowledge restructuring in development . Review of Educational Research , 57 : 51 – 67 .
   Web of Science ®Google Scholar