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Digital technology to support students’ socioscientific reasoning about environmental issues Morin, Olivier, Simonneaux, Laurence, Simonneaux, Jean and Tytler, Russell 2013, Digital technology to support students’ socioscientific reasoning about environmental issues, Journal of biological education, vol. 47, no. 3, ERIDOB special issue, pp. 157-165. Attached Files Name Description MIMEType Size Downloads Title Digital technology to support students’ socioscientific reasoning about environmental issues Author(s) Morin, Olivier Simonneaux, Laurence Simonneaux, Jean Tytler, Russell Journal name Journal of biological education Volume number 47 Issue number 3 Season ERIDOB special issue Start page 157 End page 165 Total pages 9 Publisher Taylor & Francis Place of publication Abingdon, England Publication date 2013 ISSN 0021-9266 2157-6009 Keyword(s) socially acute questions international cross-cultural approaches critical thinking digital work environment Summary Scientific expertise and outcomes often give rise to controversy. An educational response that equips students to take part in such discussions is the teaching of socially acute questions (SAQs). With SAQs, the understanding of uncertainty, risk and how knowledge is developed is central. This study explores the way in which students from different disciplines and different continents are brought together via a digital platform to explore SAQs about environmental issues (a green algae outbreak linked to release of fertilisers along the coast of Brittany; the construction of a desalination plant near Melbourne to produce freshwater; and changes in meat consumption on a global scale, with regard to population projections in 2050). We have developed frameworks for looking at the quality of the collective reasoning and at the nature of students’ interactions, so that we can analyse the organisation of the learning communities and the building of collegial expertise. The results show that interdisciplinary discussions, especially on an international scale, foster the understanding of complex situations. In this paper, we discuss the modalities of one didactic scenario to enhance critical thinking and collaborative work, and to provide space for learners to support argumentation. Language eng Field of Research 130202 Curriculum and Pedagogy Theory and Development 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal HERDC collection year 2013 Restricted until 2015-06-15 Copyright notice ©2013, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30059034 Document type: Journal Article Collections: School of Education Centre for Research in Educational Futures and Innovation Related Links Link Description Connect to published article Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 18 Dec 2013, 11:19:52 EST Wed, 18 Dec 2013, 14:24:13 EST Thu, 19 Dec 2013, 13:46:31 EST Thu, 19 Dec 2013, 14:02:08 EST Fri, 20 Dec 2013, 12:48:03 EST Fri, 20 Dec 2013, 12:49:08 EST Sat, 21 Dec 2013, 19:37:19 EST Fri, 17 Jan 2014, 12:42:50 EST Fri, 13 Jun 2014, 19:15:39 EST Thu, 08 Jan 2015, 14:15:11 EST Wed, 28 Jan 2015, 09:35:53 EST Filtered Full Citation counts:   Cited 1 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 48 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Wed, 18 Dec 2013, 11:19:32 EST by Russell Tytler

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