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Public participation in an environmental dispute: implications for science education

journal contribution
posted on 01.01.2001, 00:00 authored by Russell TytlerRussell Tytler, S Duggan, R Gott
The paper, which reports the findings of a case study of an environmental dispute, focuses on the role of the key players and the way in which they interacted with the underlying science. A model is proposed that lays out some of the dimensions of the complexity of public involvement, of the understandings of the science pertinent to such socio-scientific issues, and of the way knowledge of science is represented and disseminated in such issues. The analysis focuses on the value of local knowledge in framing and engaging with the issue, on the distinction between generative and evaluative engagement, and on the type of knowledge that proved central for engagement. The implications for science education and notions of scientific literacy are discussed.

History

Journal

Public understanding of science

Volume

10

Issue

4

Pagination

343 - 364

Publisher

SAGE Publications

Location

Bristol, England

ISSN

0963-6625

eISSN

1361-6609

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2001, IOP Publishing Ltd and The Science Museum