Promoting the role of the personal narrative in teaching controversial socio-scientific issues

Science and Education

Volumn 17, Issue 8-9, 2008, Pages 855-871

  Levinson, Ralph ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

Controversy; Narrative; Teaching

Indexed keywords

EID: 50249172238     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1007/s11191-007-9076-8     Document Type: Review

References (109)

1. G Aikenhead 2005 Science-based occupations and the science curriculum: concepts of evidence Sci Educ 81 217 238
2. Amour A (1995) The citizens' Jury model of public participation: a critical evaluation. In: Renn O, Webler T, Widemann P (eds) Fairness and competence in citizen participation. Kluwer Academic Publishers, Dordrecht
3. Andrews R (1989) Introduction: new relationships between narrative and argument. In: Andrews R (ed) Narrative and argument. Open University Press, Milton Keynes
4. Armstrong PF (1987) Qualitative strategies in social and educational research: the life history method in theory and practice. University of Hull School of Continuing and Adult Education, Hull
5. Bage G (1999) Narrative matters: teaching and learning history through story. Falmer Press, London
6. Baldock P (2006) The place of narrative in the early years curriculum. Routledge, London
7. Beer G (2000) Darwin's plots: evolutionary narrative in Darwin, George Eliot, and nineteenth-century fiction. Cambridge University Press, Cambridge, UK
8. R Bell N Lederman 2003 Understandings of the nature of science and decision making on science and technology based issues Sci Educ 87 352 377
9. Bernstein B (1973) Class, codes and control. Routledge, London
10. Branigan E (1992) Narrative comprehension and film. Routledge, London
11. Bridges D (1986) Dealing with controversy in the curriculum: a philosophical perspective. In: Wellington J (ed) Controversial issues in the curriculum. Basil Blackwell, Oxford
12. Bridges D (2002) Narratives in history, fiction and educational research. In: Huttunen R, Heikinnen HLT, Syrjälä I (eds) Narrative research: voices of teachers and philosophers. SoPhi, Jyvaskyla
13. Bruner J (1986) Actual minds, possible worlds. Harvard University Press, Cambridge, MA
14. Bruner J (1996) The culture of education. Harvard University Press, Cambridge, MA
15. T Bryce D Gray 2004 Tough acts to follow: the challenges to science teachers presented by biotechnological progress Int J Sci Educ 26 717 733
16. Calvino I (1968) Cosmicomics. HBJ, San Diego, New York
17. MD Cobb J Macoubrie 2004 Public perceptions about nanotechnology: risks, benefits and trust J Nanoparticle Res: An Interdis Forum NanoScale Sci Technol 6 395 405
18. L Colucci-Gray E Camino G Barbiero D Gray 2006 From scientific literacy to sustainability literacy: an ecological framework for education Sci Educ 90 227 252
19. FM Connelly DJ Clandinin 1990 Stories of experience and narrative enquiry Educ Res 19 2 14
20. Darwin C (1972) The origin of species. Dent, London
21. RF Dearden 1981 Controversial issues and the curriculum J Curric Stud 13 37 44
22. Department for Education & Science, Qualifications & Curriulum Authority (1999) Science in the national curriculum. DfES/QCA, London
23. DW Dewhurst 1992 The teaching of controversial issues J Philos Educ 26 153 163
24. J Donnelly 2002 Instrumentality, hermeneutics and the place of science in the school curriculum Sci & Educ 11 135 153
25. J Donnelly 2004a Ethics and the science curriculum Sch Sci Rev 86 29 32
26. J Donnelly 2004b Humanising science education Sci Educ 88 762 784
27. J Donnelly 2006 The Intellectual Positioning of Science in the Curriculum, and its Relationship to Reform J Curric Stud 38 623 640
28. Driver R, Leach J, Millar R, Scott P (1996) Young people's images of science. Open University Press, Buckingham
29. Elliott J (2005) Using narrative in social research: qualitative and quantitative approaches. Sage, London
30. Fludernik M (1996) Towards a 'natural' narratology. Routledge, London
31. Forster EM (1927) Aspects of the novel. Edward Arnold, London
32. Fourez G (1997) Science teaching and the STL movement: a socio-historical view. In: Jenkins E (ed) Innovations in Science and Technology Education, vol VI. UNESCO Publishing, Paris
33. Frayn M (2000) Copenhagen. Anchor, London
34. SO Funtowicz JR Ravetz 1994 The worth of a songbird: ecological economics as a post-normal science Ecol Econ 10 197 207
35. P Gardner 1984 Another look at controversial issues and the curriculum J Curric Stud 16 379 385
36. Gellner E (1992) Reason and culture. Blackwell, Oxford, UK
37. Giddens A (1990) The consequences of modernity. Polity Press, Cambridge
38. E Hall 1999 Science education and social responsibility Sch Sci Rev 81 14 16
39. E Hall 2004 Science and ethics: give them a break Sch Sci Rev 86 25 28
40. K Hawkey 2004 Narrative in classroom history Curric J 15 35 44
41. Heikinnen HLT (2002) Whatever is narrative research? In: Huttunen R, Heikinnen HLT, Syrjälä I (eds) Narrative research. SoPhi, University of Jyväskyla
42. R Hipkins 2004 Developing an ethic of caring through narrative pedagogy Sch Sci Rev 86 53 58
43. Hirst P, Peters R (1970) The logic of education. Routledge & Kegan Paul, London
44. Holmes R (ed) (2005) Salters-nuffield advanced biology. Heinemann Educational Publishers, Oxford
45. House of Lords (2000) Science and Technology - Third Report. The Stationery Office Ltd., London
46. House of Commons Science & Technology Committee (2002) Science education from 14-19, Third Report of Session 2001-2002. The Stationery Office Ltd., London
47. PD Hurd 1998 Scientific literacy: new minds for a changing world Sci & Educ 82 407 416
48. Iredale R, Longley M, Shaw A, Thomas C (2004) Designer babies: what choices should we be able to make? the verdict. University of Glamorgan,Techniquest, Wales Gene Park
49. Irwin A, Dale A, Smith D (1996) Science and hell's kitchen: the local understanding of hazard issues. In: Irwin A, Wynne B (eds) Misunderstanding science. Cambridge University Press, Cambridge UK
50. S Joss 1998 Danish consensus conferences as a model in participatory technology assessment: an impact study of consensus conferences on Danish Parliament and Danish public debate Sci Public Policy 25 2 22
51. Joss S, Durant J (eds) (1995a) Public participation in science: the role of consensus conferences in Europe. Science Museum, London
52. S Joss J Durant 1995b The UK national consensus conference on plant biotechnology Public Underst Sci 4 195 204
53. Kim M, Barker M (2004) Pedagogical narrative and the nature of science: considering Michael Polanyi's epistemology. In: Fifth Annual New Zealand Science Education Research Symposium (SERS). University of Auckland
54. S Kolstø 2004 Socio-scientific issues and the trustworthiness of science-based claims Sch Sci Rev 86 59 65
55. F Kubli 2005 Science Teaching as a Dialogue - Bakhtin, Vygotsky and some Applications in the classroom Sci & Educ 14 501 534
56. Kuhn D, Amsel E, O'Loughlin M (1988) The development of scientific thinking skills. Harcourt Brace Jovanovich, London
57. Layton D, Jenkins E, Macgill S, Davey A (1993) Inarticulate science? Studies in Education Ltd., Driffield
58. Levi P (2000) The periodic table. Penguin books, London
59. R Levinson 2004 Teaching bioethics in science: crossing a bridge too far Can J Sci, Technol Math Educ 4 353 370
60. R Levinson 2006 Towards a theoretical framework for teaching controversial socio-scientific issues Int J Sci Educ 8 1201 1204
61. Levinson R, Turner S (2001) Valuable lessons. The Wellcome Trust, London
62. MacIntyre A (1981) After virtue: a study in moral theory. Duckworth, London
63. McLaughlin T (2003) Teaching controversial issues in citizenship education. In: Lockyer A, Crick B, Annette J (eds) Education for democratic citizenship. Ashgate, Aldershot
64. M Michael N Brown 2005 Scientific Citizenships: Self-representations of Xenotransplantation's Publics Sci Cult (Lond) 14 39 57
65. Midgley M (2003) Heart and mind. Routledge Classics, London
66. Millar R (1997) Science education for democracy. In: Levinson R, Thomas J (eds) Science today: problem or crisis? Routledge, London
67. Millar R, Osborne J (1998) Beyond 2000: science education for the future. King's College London, London
68. Ministry of Education (1993) Science in the New Zealand curriculum. Learning Media, Wellington
69. I Murray MJ Reiss 2005 The student review of the science curriculum Sch Sci Rev 87 83 93
70. National Committee on Science Education Standards and Assessment, National Research Council (1996) National science education standards. The National Academies Press, Washington DC
71. SP Norris SM Guilbert ML Smith H Shahram LM Phillips 2005 'A theoretical framework for narrative explanation in science Sci & Educ 89 535 563
72. Ødegaard M (2002) Gene-ghosts: exploring the borderland of knowing, biotechnology and Henrik Ibsen's dramatic worlds. In: Bizzo N, Kawasaki C, Ferracioli L, Leyser da Rosa V (eds) International Organisation for Science and Technology Education (IOSTE), X Symposium Proceedings, vol 2, IOSTE, Foz do Iguacu, Brazil
73. M Ødegaard 2004 Gen-Gangere: a science-in-drama project about knowledge, biotechnology and Ibsen's dramatic works Sch Sci Rev 86 87 94
74. Ogborn J, Kress G, Martins I, McGillicuddy K (1996) Explaining science in the classroom. Open University Press, Buckingham
75. Oliver S, Stewart R, Hargreaves K, Dezateux C (2005) The storage and use of newborn babies' blood spot cards: a public consultation. Institute of Education, University of London, London
76. Osborne J, Collins S (2000) Pupils' and parents' views of the school science curriculum. King's College, London
77. Perelman C (1979) The new rhetoric and the humanities: essays on rhetoric and its applications. D.Reidel, Dordrecht
78. Polanyi M (1973) Personal knowledge: towards a post-critical philosophy. Routledge and Kegan Paul, London
79. Putnam H (1981) Reason, truth and history. Cambridge University Press, Cambridge, UK
80. R Harris M Ratcliffe 2005 Socio-Scientific issues and the quality of exploratory talk - what can be learned from schools involved in a 'Collapsed Day' project? Curric J 16 439 453
81. Ravetz J (2005) The no-nonsense guide to science. New Internationalist Verso, Oxford
82. Rawls J (1993) Political liberalism. Columbia University Press, New York
83. S Rice N Burbules 1992 Communicative virtues and Educational Relations Philos Educ 1992 34 44
84. Rorty R (1991) Objectivity, relativism and truth. Cambridge University Press, Cambridge
85. Rose N, Novas C (2004) Biological citizenship. In: Ong A, Collier S (eds) Global assemblages: technology, politics, and ethics as anthropological problems, Blackwell
86. Rosen H (1987) Stories and meanings. National Association for the Teaching of English, Sheffield, UK
87. Rosen H (1988) Stories of stories: footnotes on sly gossipy practices. In: Lightfoot M, Martin N (eds) The word for teaching is learning. Heinemann Educational Books, Oxford
88. Roth W-M, Calabrese Barton A (2004) Rethinking scientific literacy. RoutledgeFalmer, New York
89. T Sadler 2004a Informal reasoning regarding socioscientific issues: a critical review of research J Res Sci Teaching 41 513 536
90. T Sadler 2004b Moral sensitivity and its contribution to the resolution of socio-scientific issues J Moral Educ 33 339 358
91. T Sadler A Amirshokoohi M Kazempour K Allspaw 2006 Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies J Res Sci Teaching 43 353 376
92. T Sadler D Zeidler 2005 The significance of content knowledge for informal reasoning regarding socicoscientific issues: applying genetics knowledge to genetic engineering issues Sci & Educ 89 71 93
93. L Simonneaux 2001 Role play or debate to promote students' argumentation and justification on an issue in animal transgenesis Int J Sci Educ 23 903 928
94. G Smith C Wales 2000 Citizen juries and deliberative democracy Polit Stud 48 51 65
95. J Solomon 1999 Meta-Scientific Criticisms, Curriculum Innovation and the Propagation of Scientific Culture J Curric Stud 31 1 15
96. Stoppard T (1993) Arcadia. Faber, London
97. Toulmin S (1964) The uses of argument. Cambridge University Press, Cambridge, UK
98. R Tytler S Duggan R Gott 2001 Dimensions of evidence, the public understanding of science and science education Int J Sci Educ 23 815 832
99. S Weinberg 1998 The revolution that didn't happen New York Rev Books 45 48 52
100. White H (1981) The value of narrativity in the representation of reality. In: Mitchell WJT (ed) On narrative. The University of Chicago Press, Chicago
101. G Whitty G Rowe P Aggleton 1994 Discourse in cross curricular contexts: limits to empowerment Int J Sociol Educ 4 25 42
102. Wordsworth W (2000) The major works. Oxford Paperbacks, Oxford
103. B Wynne 1989 Sheep farming after chernobyl: a case study in communicating scientific information Environ Mag 31 33 39
104. Zeidler D (ed) (2003) The role of moral reasoning and discourse on socioscientific issues in science education. Kluwer, Dordrecht
105. Zeidler DL, Keefer M (2003) The role of moral reasoning and the status of socioscientific issues in science education: philosophical, psychological and pedagogical considerations. In: Zeidler DL (ed) The role of moral reasoning and discourse on socioscientific issues in science education. Kluwer, Netherlands
106. DL Zeidler TD Sadler ML Simmons EV Howes 2005 Beyond STS: a research-based framework for socioscientific issues education Sci & Educ 89 357 377
107. DL Zeidler LE Schafer 1984 Identifying mediating factors of moral reasoning in science education J Res Sci Teaching 21 1 15
108. D Zeidler K Walker W Ackett M Simmons 2002 Tangled up in views: beliefs in the nature of science and responses to socioscientific dilemmas Sci & Educ 86 343 367
109. Ziman J (1984) An introduction to science studies. Cambridge University Press, Cambridge