Levinson Ralph (2006). Â« Towards a Theoretical Framework for Teaching Controversial Socio-scientific Issues Â». International Journal of Science Education, vol. 28, nÂ° 10, aoĂ»t, p. 1201–1224. En ligne : <http://ejournals.ebsco. ... ID=416DB59833EA3EE8BBCB>.
Added by: AgnĂ¨s Cavet (01 Jan 1970 01:00:00 Europe/Paris) Last edited by: AgnĂ¨s Cavet (21 May 2007 11:21:04 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Levinson2006
Keywords: dĂ©bat en classe, enseignement des langues Ă©trangĂ¨res, question vive, sciences, sciences Ă©conomiques et sociales, sciences et sociĂ©tĂ©
Collection: International Journal of Science Education
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|URLs http://ejournals.e ... 6DB59833EA3EE8BBCB|
"This paper develops a conceptual basis for a model on the teaching of socio-scientific controversial issues for secondary or high school students. I argue that the teaching of controversial issues needs a stronger theoretical base. Drawing on a liberal democratic conception of possible sources of conflict, three strands are developed that provide a framework for teachers when teaching socio-scientific issues: these are categories of reasonable disagreement, the communicative virtues, and modes of thought. Examples are given to illustrate how the framework can be used by teachers in which the features of controversy are made explicit to students."
Added by: AgnĂ¨s Cavet Last edited by: AgnĂ¨s Cavet