Which side are you on? The role of attitudes in reasoning practices in student-group interactions regarding a socio-scientific issue related to climate change

References

• Albarracin, D., & Shavitt, S. (2018). Attitudes and attitude change. Annual Review of Psychology, 69, 299–327.
   PubMed Web of Science ®Google Scholar
• Berkowitz, M., & Simmons, P. E. (2003). Integrating science education and character education. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 117–138). Springer.
   Google Scholar
• Chang, H., Hsu, Y., Wu, H., & Tsai, C. (2018). Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment. International Journal of Science Education, 40(12), 1410–1431. https://doi.org/10.1080/09500693.2018.1480075
   Web of Science ®Google Scholar
• Corner, A., Roberts, O., Chiari, S., Völler, S., Maryrhuber, E. S., Mandl, S., & Monson, K. (2015). How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators. WIRES Climate Change, 6(5), 523–534. https://doi.org/10.1002/wcc.353
   Web of Science ®Google Scholar
• Dawson, V., & Venville, G. J. (2009). High-school students’ informal reasoning and argumentation about biotechnology: An indicator of scientific literacy? International Journal of Science Education, 31(11), 1421–1445. https://doi.org/10.1080/09500690801992870
   Web of Science ®Google Scholar
• Derry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Rogers, H., Timothy, K., Lemke, J. L., & Sherin, B. L. (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. Journal of the Learning Sciences, 19, 3–53. https://doi.org/10.1080/10508400903452884
   Web of Science ®Google Scholar
• Driver, R., Newton, P., & Osborn, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287–312. https://doi.org/10.1002/(sici)1098-237x(200005)84:3<287::aid-sce1>3.0.co;2-a
   Web of Science ®Google Scholar
• Echabe, A. E., & Castro, J. L. G. (1999). Discussion and changes in attitudes and representations. The Journal of Social Psychology, 139(1), 29–43. https://doi.org/10.1080/00224549909598359
   Web of Science ®Google Scholar
• Halliday, M. A. K., & Hasan, R. (1989). Language, context and text: Aspects of language in a social-semiotic perspective (Vol. 2). Oxford University Press.
   Google Scholar
• Kahn, S., & Zeidler, D. L. (2019). A conceptual analysis of perspective taking in support of socioscientific reasoning. Science & Education, 28, 605–638. https://doi.org/10.1007/s11191-019-00044-2
   Web of Science ®Google Scholar
• Keizer, K., & Schultz, P. W. (2019). Social norms and pro-environmental behaviour. In L. Steg, & J. M. I. Groot (Eds.), Environmental psychology: An introduction (pp. 179–188). John Wiley and Sons Ltd.
   Google Scholar
• Kinslow, A. T., Sadler, T. D., & Nguyen, H. T. (2019). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research, 25(3), 388–410. https://doi.org/10.1080/13504622.2018.1442418
   Web of Science ®Google Scholar
• Knain, E., Fredlund, T., Furberg, A., Mathiassen, K., Remmen, K. B., & Ødegaard, M. (2017). Representing to learn in science education: Theoretical framework and analytical appoaches. Acta Didactica Norge, 11(3), 1–22.
   Google Scholar
• Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291–310. https://doi.org/10.1002/sce.1011
   Web of Science ®Google Scholar
• Kolstø, S. D. (2006). Patterns in students’ argumentation confronted with a risk-focused socio-scientific issue. International Journal of Science Education, 28(14), 1689–1716. https://doi.org/10.1080/09500690600560878
   Web of Science ®Google Scholar
• Marti, K. T. (2021). Bærekraft i skolens tekstkulturer - En studie av skriveoppdrag og elevtekster (Sustainability in school text cultures – A study of writing assignments and student texts). [Doctoral dissertation, University of Oslo, Oslo]. http://urn.nb.no/URN:NBN:no-93379.
   Google Scholar
• Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. Palgrave Macmillan.
   Google Scholar
• Peel, A., Sadler, T. D., Kinslow, A. T., Zangori, L., & Friedrichsen, P. (2017). Climate change as an issue for socio-scientific issues teaching and learning. In D. P. Shepardson, A. Roychoudhury, & A. S. Hirsch (Eds.), Teaching and learning about climate change: A framework for education (Vol. 1, pp. 153–164). Routledge.
   Google Scholar
• Petty, R. E., Wegener, D. T., & Fabrigar, L. R. (1997). Attitudes and attitude change. Annual Review of Psychology, 48, 609–647.
   PubMed Web of Science ®Google Scholar
• Romine, W. L., Sadler, T. D., Dauer, J. M., & Kinslow, A. T. (2020). Measurment of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies. International Journal of Science Education, 42(18), 2918–3002.
   Web of Science ®Google Scholar
• Romine, W. L., Sadler, T. D., & Kinslow, A. T. (2017). Assessment of scientific literacy: Development and validation of the quantitative assessment of socio-scientific reasoning (QuASSR). Journal of Research in Science Teaching, 54(2), 275–295. https://doi.org/10.1002/tea.21368/
   Web of Science ®Google Scholar
• Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. https://doi.org/10.1002/tea.20009
   Web of Science ®Google Scholar
• Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37, 371–391. https://doi.org/10.1007/s11165-006-9030-9
   Web of Science ®Google Scholar
• Sadler, T. D., Klosterman, M. L., & Topcu, M. S. (2011). Learning science content and socio-scientific reasoning through classroom explorations of global climate change. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom. Contemporary trends and issues in science education (Vol. 39, pp. 45–77). Springer.
   Google Scholar
• Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88(1), 4–27. https://doi.org/10.1002/sce.10101
   Web of Science ®Google Scholar
• Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112–138.
   Web of Science ®Google Scholar
• Schreiner, C., Henriksen, E. K., & Hansen, P. J. K. (2005). Climate education: Empowering today’s youth to meet tomorrow’s challenges. Studies in Science Education, 41(1), 3–49. https://doi.org/10.1080/03057260508560213
   Google Scholar
• Sengupta, S. (2017, June 9). Both climate leader and oil giant? A Norwegian paradox. The New York Times. https://www.nytimes.com/2017/06/17/world/europe/norway-climate-oil.html.
   Google Scholar
• Simonneaux, L., & Simonneaux, J. (2009a). Socio-scientific reasoning influenced by identities. Cultural Studies of Science Education, 4(3), 705–711. https://doi.org/10.1007/s11422-008-9145-6
   Google Scholar
• Simonneaux, L., & Simonneaux, J. (2009b). Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development. Cultural Studies of Science Education, 4, 657–687.
   Google Scholar
• United Nations. (2021). Secretary-General’s statement on the IPCC Working Group 1 report on the physical science basis of the sixth assessment. https://www.un.org/sg/en/content/secretary-generals-statement-the-ipcc-working-group-1-report-the-physical-science-basis-of-the-sixth-assessment.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2020). Education for sustainable development: A roadmap. UNESCO.
   Google Scholar
• United Nations Environment Programme. (2022). UNEP in 2021: Planetary action. https://wedocs.unep.org/bitstream/handle/20.500.11822/37946/UNEP_AR2021.pdf.
   Google Scholar
• Wu, Y., & Tsai, C. (2007). High school students’ informal reasoning on a socio-scientific issue: Qualitative and quantitative analyses. International Journal of Science Education, 29(9), 1163–1187. https://doi.org/10.1080/09500690601083375
   Web of Science ®Google Scholar
• Wu, Y., & Tsai, C. (2011). High school students’ informal reasoning regarding a socio-scientific issue, with relation to scientific epistemological beliefs and cognitive structures. International Journal of Science Education, 33(3), 371–400. https://doi.org/10.1080/09500690903505661
   Web of Science ®Google Scholar
• Zeidler, D. L., & Sadler, T. D. (2008). Social and ethical issues in science education: A prelude to action. Science & Education, 17, 799–803. https://doi.org/10.1007/s11191-007-9130-6
   Google Scholar
• Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377. https://doi.org/10.1002/sce.20048
   Web of Science ®Google Scholar
• Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. https://doi.org/10.1002/tea.10008
   Web of Science ®Google Scholar