Consensus projects: teaching science for citizenship

In the first part of this article it is argued that knowledge of social aspects of science are of importance and relevance for science education for citizenship. The focus is on the importance of debate, criticism and evaluation of knowledge claims, within the scientific community. Knowledge of the...

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Bibliographic Details
Published in:International journal of science education 2000-06, Vol.22 (6), p.645-664
Main Author: Kolsto, Stein Dankert
Format: Article
Language:English
Subjects:
Citizen Participation
Community Action
Curriculum subjects: programmes and methods
Educational sciences
Elementarbildung
Elementary Secondary Education
Exact and natural sciences
Naturwissenschaften
Problemorientierter Unterricht
Science and Society
Science Curriculum
Scientific Literacy
Teaching Methods
Teaching Models
Unterrichtsentwurf
Verantwortung
Verantwortungsbewusstsein
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Summary:In the first part of this article it is argued that knowledge of social aspects of science are of importance and relevance for science education for citizenship. The focus is on the importance of debate, criticism and evaluation of knowledge claims, within the scientific community. Knowledge of the nature and the limits of science are necessary as tools to interpret and debate statements with a science dimension occurring in debates over socio-scientific issues. The second part of this article presents a teaching model for engaging students in thoughtful decision- making on controversial socio-scientific issues. The main features of the teaching odel are the evaluation and criticism of knowledge and opinions and the establishing of a onsensual conclusion that includes a recommended action. Using the consensus project model implies an introduction to important social aspects of science concerning evaluation and validation of knowledge claims.
ISSN:0950-0693
1464-5289
DOI:10.1080/095006900289714