Students' ontological security and agency in science education - an example from reasoning about the use of gene technology

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dc.contributor.authorLindahl, Mats Gunnar
dc.contributor.authorLinder, Cedric
dc.date.accessioned2017-07-13T13:37:11Z
dc.date.available2017-07-13T13:37:11Z
dc.date.issued2013
dc.description.abstractThis paper reports on a study of how students' reasoning about socioscientific issues is framed by three dynamics: societal structures, agency and how trust and security issues are handled. Examples from gene technology were used as the forum for interviews with 13 Swedish highschool students (year 11, age 17–18). A grid based on modalities from the societal structures described by Giddens was used to structure the analysis. The results illustrate how the participating students used both modalities for 'Legitimation' and 'Domination' to justify positions that accept or reject new technology. The analysis also showed how norms and knowledge can be used to justify opposing positions in relation to building trust in science and technology, or in democratic decisions expected to favour personal norms. Here, students accepted or rejected the authority of experts based on perceptions of the knowledge base that the authority was seen to be anchored in. Difficulty in discerning between material risks (reduced safety) and immaterial risks (loss of norms) was also found. These outcomes are used to draw attention to the educational challenges associated with students' using knowledge claims (Domination) to support norms (Legitimation) and how this is related to the development of a sense of agency in terms of sharing norms with experts or with laymen.en_US
dc.description.accreditationWeb of Science
dc.identifier.citationLindahl, M. G. & Linder, C. (2013). Students' ontological security and agency in science education - an example from reasoning about the use of gene technology. International Journal of Science Education, 35(14): 2299-2330en_US
dc.identifier.issn0950-0693
dc.identifier.urihttp://hdl.handle.net/10566/3069
dc.identifier.urihttp://dx.doi.org/10.1080/09500693.2011.618516
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherTaylor & Francisen_US
dc.rightsThis is the author-version of the article published online at: http://dx.doi.org/10.1080/09500693.2011.618516
dc.status.ispeerreviewedTRUE
dc.subjectReasoningen_US
dc.subjectScientific literacyen_US
dc.subjectScienceen_US
dc.subjectTechnologyen_US
dc.subjectStudent learningen_US
dc.subjectSocioscientific issuesen_US
dc.subjectGene technologyen_US
dc.subjectStructuration theoryen_US
dc.titleStudents' ontological security and agency in science education - an example from reasoning about the use of gene technologyen_US
dc.typeArticleen_US

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