AuthorJournal
manuscript,
publishedEducation
in "International Journal of Science Education (2011) 1"
International
of Science
!
#
$ (
$
%
)
&
%
&
&'
' &
w
"
#
ie
"
ev
rR
ee
rP
Fo
peer-00734532, version 1 - 23 Sep 2012
DOI : 10.1080/09500693.2011.618516
&
'
' &
ly
On
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
Page 1 of 53
This 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 high-school 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.
rR
ee
rP
Keywords: reasoning; scientific literacy; science, technology, society ;
Socioscientific issues; gene technology; structuration theory
Introduction
A good example of an educational context where understanding of the development of
ev
agency and reasoning is important is when discussions about societal use of gene
iew
peer-00734532, version 1 - 23 Sep 2012
Students' ontological security and agency in science education – an
example from reasoning about the use of gene technology
Fo
technology take place. This article uses such a context to look at the development of
agency in relation to societal structures when students handle trust and security issues.
New technologies such as gene technology should be areas for on-going
On
educational debates that explore the benefits, potential risks, norms and values
connected to the societal changes that such technologies bring to society. These
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
debates have been characterized in terms of emergent anxiety and a loss of a sense of
security as society is experienced as being more fragmented and difficult to
understand (Giddens, 1984; 1990). Members of society are confronted with such
issues through a variety of media, presented using the perspectives of different
stakeholders (Gaskell, 1992). Furthermore, in societal discussions concerning
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
making truth-sounding claims, which laymen usually have tremendous difficulties
scrutinizing (Kolstø, 2001b; Kolstø, Bungum, Arnesen, Kristensen, Mathiassen,
Mestad, Vedvik, Tonning & Ulvik, 2006).
Science education can play a role in bridging the gap between experts and
laymen by creating a sense of trust in experts using convincing information, or by
providing tools for a dialogue where experiences, knowledge, and trust can be
exchanged. At present, education is expected to afford future members of society the
rP
ability to participate in democratic discussions about societal development that is
likely to embrace new scientific knowledge and new technologies. However, students
ee
come to class already submerged in a variety of views on the use of expert knowledge
rR
and new technology (Bauer, 2005; Nelkin, 2001). Hence, their attempts to make
meaning of information, and negotiations about meanings, come face-to-face with
ev
conflicts relating to values, norms and concerns about societal practice and to
expectations about participation in the reconstitution of society. At the same time
iew
peer-00734532, version 1 - 23 Sep 2012
technology, ‘originators and instigators’ try to portray themselves as trustworthy by
Fo
despite there having been some valuable progress here, modern science education
typically continues to provide little means for students to engage in discussions about
On
conflicts they have experienced and to develop their roles as participants in the
reproduction and transformation of society (Kolstø, 2001a; Zeidler & Sadler, 2008).
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Much of science education still focuses on reproduction of society, giving students
little, if any, competency for such active participation (Brennan, 2008; Kalantzis,
2006; Szkudlarek, 2007). To develop a science education that embraces the idea that
students should share and construct knowledge alongside values and norms that
facilitate active participation in societal development with a sense of agency, more
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 2 of 53
Page 3 of 53
how they use and appear to understand the structures in the societal system.
In this article the term ‘norms’ is used to characterize moral or non-moral
societal rules (Hechter & Opp, 2001). The term ‘values’ is used to characterize
expressions of human requirements concerning needs and social group demands (cf.
Schwartz & Bilsky, 1987) that can be used as justifications or explanations for norms.
Focusing knowledge for a knowledge society
Science education has historically focused on disciplinary content knowledge,
rP
presenting science as ‘objective’ truth. For example, the Public Understanding of
ee
Science (PUS) movement aimed at establishing an extensive support base for
technological development in society by informing the ‘ignorant’ public (Irwin &
rR
Wynne, 1996) of the beneficial benevolence of technical development. In this spirit,
the use of surveys to gather information about the public attitude to science and
ev
technology was initiated (Irwin, 2001). The use of surveys and interviews was then
iew
peer-00734532, version 1 - 23 Sep 2012
knowledge is needed about students' reasoning concerning socioscientific issues and
Fo
given an aura of ‘consulting the public’ (Levitt, 2003). At the same time surveys have
shown that views held by adults and students are similar and that education that
symbolizes a high degree of knowledge tends to induce positive attitudes towards
On
societal practices using new technologies (Dawson, 2007; Gunter, Kinderlerer &
Beyleveld, 1998). The influence of knowledge is further seen from studies that show
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
that a low degree of knowledge coincides with a high degree of scepticism and fear
(Heijs, Midden & Drabbe, 1993; Kelly, 1995). In the setting of this article, the
association between a high degree of knowledge and positive attitudes to
biotechnology seem to depend heavily on trust (Christoph, Bruhn & Roosen, 2008;
Knight, 2007). Thus, knowledge can be seen to have a positive effect on laymen’s
attitudes, as long as there is trust in authorities.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
30 years ago, introduced social and technological contexts to which students could
relate (Fensham, 1988; Gaskell, 1982; Solomon, 1993). STS embraced new attitudes,
inviting students to engage in scientific/technological issues using their experiences
from everyday life and to draw on ‘subjective views’ such as ethical, social and
political opinions in the discussions. This way, uncertainties about future societal
change could be admitted under the guise of norms and potential risks. However, the
extended discourse did not integrate subjective views, but merely acknowledged
rP
them. STS still focused on content knowledge and thus directly supported the notion
of a knowledge society, a situation considered to be a challenge to many students'
ee
worldviews (Phelan, Davidson & Cao, 1991; Costa, 1995). It has been suggested that
rR
the resulting conflicts could be resolved by ‘collateral learning’ that includes the
addition of a parallel worldview, a mix between personal and scientific worldviews,
ev
or a worldview somewhat changed with the help of scientific knowledge (Aikenhead
& Jegede 1999). Changing of worldviews is considered an active learning process
iew
peer-00734532, version 1 - 23 Sep 2012
The development of Science-Technology-Society (STS), which started some
Fo
where students modify their one worldview instead of having multiple immiscible
worldviews (Cobern 1996).
On
Integrating and discussing scientific knowledge with subjective views
STS took a step further with the introduction of Socio-Scientific Issues (SSI), which
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
focused on students' decisions about controversial issues making use of morals and
values as well as scientific knowledge (Driver, Newton & Osborne, 2000; Ratcliffe,
1996; Solomon, 1992; Zeidler, Lederman & Taylor, 1992). The introduction of SSI in
science education encouraged new research into knowledge about students' reasoning
and how to promote learning by using SSI (Fowler, Zeidler & Sadler, 2009; Sadler &
Fowler, 2006; Sadler & Zeidler 2004; Sadler & Zeidler, 2005a; Tal & Kedmi 2006;
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 4 of 53
Page 5 of 53
2002). SSI provided the means for the development of a capability to participate in
democratic processes concerning societal use of science and technology. Engaging in
SSI would provide students with both scientific content knowledge and the
opportunity to develop reasoning capabilities. Successful SSI called for a scaffolding
of students' discussions to allow for a multitude of perspectives and solutions to
problems (Aikenhead, 2006; Klosterman & Sadler, 2010; Sadler 2004; Sadler &
Zeidler, 2005a; Taylor, Lee & Tal, 2006; Zeidler & Sadler, 2008). In such a scenario,
rP
students' informal reasoning patterns need to be met respectfully in a way that
facilitates open and constructive discussion for the understanding of emotional, moral
ee
and rational reasoning (Sadler & Zeidler, 2005b; Zeidler & Sadler, 2008).
rR
Socio-scientific issues are open-ended, ill-structured, debatable problems,
which are susceptible to multiple perspectives and solutions. They provide
ev
opportunities for individuals to engage in informal reasoning as they try to negotiate
possible solutions to the problems encountered. Doing so, they gain experiences that
iew
peer-00734532, version 1 - 23 Sep 2012
Zeidler & Keefer, 2003; Zeidler, Sadler, Simmons & Howe, 2005; Zohar & Nemet
Fo
are believed to support future participation in democratic decisions about socioscientific issues. The ability to participate in democratic discussion has been modelled
On
as part of scientific literacy, and a few studies have shown the advantage of using SSI
for that purpose (Driver et al., 2000; Kolstø, 2000; Kolstø, 2001a). Here, the issue is
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
to provide education for development of analytical thinking to be able to evaluate
claims related to science and its use in societal practice. The idea that science
education should help students to develop a critical stance towards knowledge claims
as well as an ability to participate in discussions with logical arguments is congruent
with a modern definition of scientific literacy (Aikenhead, 2007; Norris & Phillips,
2003; Roberts, 2008; Zeidler & Sadler, 2010).
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
norms and how these are conveyed to students, the societal use of science and how to
participate in societal discussions about science and technology. The role of education
in general has been described as reproducing societal practice (Giddens, 1984) and
propagating societal development (Giddens, ibid; McWilliam & Lee, 2006) by
constructing and supporting a knowledge society (Brennan, 2008, Szkudlarek, 2007).
rP
Levinson (2010) provides four frameworks for describing different ways by which the
role of science education for democratic participation is described. For example, two
ee
of Levinsons categories, ‘Deficit’ and ‘Deliberative democracy’ fit well with the
notion of a knowledge society. In a knowledge society most members of society still
rR
end up having to rely on experts in a way that reduces their direct participation in
societal development. Brennan (2008) suggests that the role of education also could
ev
be to transform society, thus constructing a critical society. Critical society anticipates
iew
peer-00734532, version 1 - 23 Sep 2012
Development and changing role of science education
The role of science education in society has shifted over time. The changes include
Fo
more direct participation in democratic processes since laymen are empowered by
knowledge and negotiation skills to engage in discussions with experts about issues
related to societal transformation (Kalantzis, 2006). The notion of critical society
On
corresponds to the frameworks Levinson (2010) calls ‘Science education as praxis’
and ‘Dissent and conflict’.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Towards science education for a critical society
The change from a science education for a ‘knowledge society’ towards a science
education for a ‘critical society’ can be tracked through a changing and diverging
scientific literacy concept and the development of new educational traditions
(Aikenhead, 2007; Norris & Phillips, 2003; Roberts, 2008; Zeidler & Sadler, 2010).
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 6 of 53
Page 7 of 53
of scientific literacy (Norris & Phillips, 2003). The derived form is content knowledge
in the form of disconnected facts and theories, whereas the fundamental form of
scientific literacy can be described as understanding how relationships between facts
and theories can be made to produce meaningful knowledge. Here, Roberts (2008)
describes how scientific literacy has developed and changed from, what he calls,
scientific literacy vision I to scientific literacy vision II; the former being focused on
knowledge and scientific goals whereas the latter also brings in understanding in a
rP
way that facilitates some ability to participate in the making of democratic decisions
regarding science and technology. Aikenhead (2007) has, in addition, proposed
ee
scientific literacy III that is a global variant of vision II, taking into consideration not
rR
only western but all cultures on our planet.
Zeidler and Sadler (2010) recently proposed ‘functional’ scientific literacy as a
ev
development of scientific literacy vision II. ‘Functional’ scientific literacy broadens
the concept of scientific literacy to be more supportive of science education for a
iew
peer-00734532, version 1 - 23 Sep 2012
The concept of scientific literacy can be divided into derived and fundamental senses
Fo
‘critical society’. This is achieved by including students' development of reflective
reasoning and morals in line with the quest to become active citizens personally
On
engaged in the decisions affecting their community, i.e. to have a sense of agency. By
promoting not only scientific knowledge, but also students' development of morals
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
and reasoning skills, with ‘functional’ scientific literacy as a goal, science education
has the potential to enable students to become active citizens who can reconfigure the
balance between experts and novices, as called for by Kalantzis (2006). Such rebalancing, whereby citizens gain a sense of agency for the transformation of society,
is important for power relations and would impact on the view of expert knowledge
and the role of expert systems (Giddens, 1984, 1990). However, more knowledge
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
reason about socio-scientific issues, is needed to support the development of science
education in that direction.
Theoretical framework
Previous research on attitudes to science and technology and views on socio-scientific
issues has focused on students as individuals with a range of different views. They are
seen as students who are not yet intrinsically part of society in the sense that they lack
rP
mature ideas about the kinds of societal development needed for participation in
democratic decisions such as elections and referendums. The focus has been on the
ee
here-and-now learning of knowledge, developing morals and acquiring
communicatory skills aimed for the participating in a future society as adults.
rR
Giddens' writing about the societal system refers to relations between people. These
relations are organized and reproduced in social practices that are subject to change.
ev
The transformation of social relations is possible through acts of the individual agents
iew
peer-00734532, version 1 - 23 Sep 2012
about how students use and understand the structures in the societal system, as they
Fo
that reproduce a societal structure. Such a societal structure consists of the rules and
resources belonging to the system, for example, laws, moral codes, tradition,
established practices, authorities and institutions. These allow or constrain individual
On
agents to participate in the transformation of social relations. Human agents reinforce
or transform social relations and societal practice, thus slowly changing the structure
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
of the system to provide new conditions for societal relations. This iterative process is
known as ‘structuration’ (Giddens, 1984). In our study, Giddens' structuration theory
is chosen for the purpose of relating the students' views to on-going societal
discussions and of viewing the students as members of society with an emergent
interest in participating in a developing society.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 8 of 53
Page 9 of 53
‘Signification’, which can be described as the interpretive schemes and discursive
practices used by agents, such as for example, ‘gene technology is a threat to society’;
‘Domination’, which describes how resources are controlled and how power is used,
including, for example, the use of knowledge claims; and, ‘Legitimation’, which is the
process of reinforcement of moral rules and other norms. These three structures
constrain societal transformation potentials that more or less reinforce societal
practice. If the result is a reproduction of societal practice, members of society can
rP
maintain their sense of security (Giddens, 1984, 1990). However, expert knowledge,
such as scientific knowledge, can have a transformative power in society (Giddens,
ee
1990). It emanates from a practice that is disembedded, i.e. lifted out from social
rR
relations and norms embedded in local contexts. Whereas in embedded practice,
social relations are present and the context is familiar. The familiar is as important for
ev
students as for any member of society because one’s sense of security depends on
how understandable changes in the environment are over time. The sense of security,
iew
peer-00734532, version 1 - 23 Sep 2012
Social systems have three types of structures, each of which has modalities:
Fo
or ‘ontological security’ as Giddens prefers to call it, is a sense of reliability on people
and things in the environment, and an understanding of the life-world. Routines,
On
routinized practice and traditions provide ontological security by tying together
activities at different points of time, thus reducing the experience of ‘fragmented
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
existence’ (Giddens, 1990). This is caused by societal changes due to, for example,
new technology. The resulting loss of ontological security can be counteracted by the
‘routinization’ of new practices and by the re-embedding of new knowledge and
practices into familiar contexts.
The ability to monitor and understand human action in society can produce a
sense of security, which in turn can affect intended and as well as unintended actions
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
aimed at understanding and governing these intended actions can then induce a sense
of agency. The ability to judge the effectiveness of practices for the achievement of
desirable objectives can also promote a sense of agency through the attainment of
confidence in the ability of situated human action to obtain desirable outcomes.
Although, when it comes to expert knowledge, for example, in an area such as gene
technology, monitoring is usually not possible for laymen. However, scientific
literacy has the potential to reduce this problem. An anticipated risk of societal
rP
transformation due to, for example, development of new technology may severely
affect a sense of security, but trust can ‘re-install’ a lost sense of security. Personal
ee
face-to-face encounters with experts can induce trust, which in turn can counteract the
rR
loss of ontological security. However, such encounters are constrained by the
structures of a social system. For example, an inability to monitor an activity in
ev
societal practice – such as initiating genetic screening of citizens – can reduce a
person’s sense of security and accentuate the feelings of living with potential risks.
iew
peer-00734532, version 1 - 23 Sep 2012
for the reproduction or the transformation of societal practice. Subsequent activity
Fo
Risk and trust are intertwined in the sense that, for example, a dialogue
between experts and laymen can, by inducing trust, reduce the anxiety connected to
On
the anticipated risk. Public information and science education have roles to play in
enabling personal and public decisions concerning risk and trust. Thus, science
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
education can be seen as having the role of bridging the gap between embedded and
disembedded practices in two different ways. Firstly, by inducing trust by conferring
knowledge, norms and values, and secondly, by providing possibilities for
constructing knowledge and the understanding of personal values and norms, as well
as the reasoning skills that empowers students to engage in negotiation of social
practice relating to science and technology (cf. SSIs). The development of knowledge
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 10 of 53
Page 11 of 53
supports agency, which may lead to re-balancing between experts and novices in
society. Reflexive participation in societal practice describes a more profound form of
agency that allows reflexive monitoring of action and participation in transformation
of societal practice. Furthermore, meaning-making through a variety of interpretive
schemes resembles agency in such a way that it enables dialogues with implications
for future societal transformation between laymen and experts.
rP
Research questions
Much knowledge about students' reasoning concerning socio-scientific issues has
ee
been accumulated to date. However, little is known about students' reasoning
concerning SSIs in relation to their understanding of the interplay between societal
rR
structures. Such knowledge has implications for the organization of science education
with the potential to enable students to further develop knowledge, morals and the
ev
ability to actively participate in societal development with a sense of agency. As
iew
peer-00734532, version 1 - 23 Sep 2012
enabling reflection on power relations, societal norms and scientific discourse
Fo
students encounter conflicts through SSI they should be provided with opportunities
to develop their roles as participants in the reproduction and transformation of society.
Knowledge about the interplay between societal structures and their modalities can
On
facilitate such a development as well as students' use of knowledge and skills in
societal discussions.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
From this point of view, the aim of this article is about increasing knowledge
about students' reasoning concerning SSI that is framed by their notion of societal
structures. To do this, students' reasoning about gene technology is used as an
example of technologies that can induce an anticipation of transformation of societal
practice. A focus emerges on the discernment of how students draw on societal
structures, and how they handle trust and security issues in their reasoning about
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
constituted:
(1) What is the nature of the justifications that students provide for their
significations of the societal use of scientific knowledge and technology?
(2) How do students deal with loss of ontological security?
(3) From an agency perspective, how do students relate to social systems and
personal agency when reasoning about societal decisions?
Methodology
ee
rP
Participants
The 13 participants (average age, 17.9 years) were high school students (year 11 of a
rR
12 year educational system) from two classes. These classes came from different
schools in a small city (50 000 inhabitants) in the south of Sweden. These were a
ev
subset of students who had been involved in a socio-science study before (Lindahl,
2009; 2010), which greatly helped facilitate arranging their participation in this
iew
peer-00734532, version 1 - 23 Sep 2012
societal use of gene technology. From here the following research questions are
Fo
research context. Nine students (7 boys and 2 girls) were studying natural sciences
and four (girls) were studying social sciences. We chose these classrooms because
On
there was nothing discernibly distinct about their educational environment,
particularly in terms of content or the experienced approach to teaching.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
At the time of the data collection, 3-5 weeks had passed since the participating
students had completed an introductory course in genetics. Each of the genetics
courses were given by separate teachers and some aspects of the content differed
between them. The natural science students had a combined biology-chemistry course
where DNA as a chemical was studied in parallel with genetics. Furthermore, the
natural science students were able to do laboratory work that consisted of a simple
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 12 of 53
Page 13 of 53
dissimilar genes could be detected. Apart from that the genetic courses had similar
content dealing with Mendelian genetics, genetic diseases, DNA replication,
transcription, protein synthesis and gene technology. Neither of the teachers discussed
issues related to the research questions. Both classes had one group discussion related
to genetic diseases and ethics where the students were divided in small groups (4-5
students in each group).
rP
Data collection
The study started after the students were given questions that were to be answered
privately at home. The written material was interpreted and this was captured in the
ee
form of a mind map that we used to help frame semi-structured interviews. The
rR
purpose was to create a rich simulated recall (Calderhead, 1981) environment that
could establish a good interactive environment for the planned interviews. As such, an
ev
integral part of the interviews was an interactive working with the students to refine
the mind maps (when the students felt it was necessary) in order to better capture their
iew
peer-00734532, version 1 - 23 Sep 2012
Restriction Fragment Length Polymorphism (RFLP) analysis intended to show how
Fo
thoughts, reflections and positioning. However, these mind maps themselves did not
form part of the data set that we used for the analysis reported on in this article. The
On
data used consisted entirely of the verbatim transcripts of the interviews. Occasionally
the mind maps were referred to to help the analysis process in keeping themes
together that helped track the students’ personal views.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
The semi-structured interview protocol had the following format: An
exploration of how the students valued and felt about the use of knowledge with
regard to examples A-E below? (These examples were taken one at a time).
I. Describe the pros and cons you can foresee for each example.
II. Describe if you think it is right or wrong and explain your stance.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
A. Prenatal diagnostics to find and to eliminate genetic disease.
B. Transgenic pigs as organ donors for humans.
C. Psychopharmacological drugs and other synthesized drugs for the well-being
of humans.
D. Gene technology can be used to produce natural substances for medical use.
E. Gene therapy, using virus or genetically modified stem cells, for treatment of
different diseases for well-being and to reduce the use of drugs.
rP
Each student was interviewed for approximately 30 minutes. At the beginning of the
ee
interview the student was reminded of the ethical grounding for the research, in
particular the guaranteed anonymity for any descriptions that would be used as data,
rR
and that interviewer-interviewee cooperation would be an integral part of reaching an
understanding of the meaning of the arguments presented.
ev
The interview had a strong discussion-grounding where the students were
iew
peer-00734532, version 1 - 23 Sep 2012
III. Describe how you feel about the described examples.
Fo
asked to expand on what they had earlier written and to deepen their arguments. At
the end of the interview the students were asked if the mind map that that they and the
interviewer had looked at during the interview represented an ‘accurate’ outline of
On
their thinking, knowledge and arguments. These interviews were recorded and
transcribed verbatim.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Since all students agreed on the ‘accuracy’ of the resulting mind maps, we
interpreted the data as reliably representing the students’ views. As students were
interviewed their reasoning was explored in order to deepen understanding and to
probe for more viewpoints and explanations. The student's discussions were respected
without any judgmental attitude, but rather with a genuine interest in their thinking,
reflections and positioning and how it might be understood. All students discussed the
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 14 of 53
Page 15 of 53
environment we are aware that the students could have, at times, experienced negative
power relations. Thus, the interview data cannot be regarded as providing a full
description of the views the participating students had at the time of the data
collection. So we looked for similarities with other studies to strengthen the relevance
and the validity of the data that we present.
Data analysis
The analysis was done by collating pieces of description that well captured the
rP
essence of the students’ arguments for or against the use of new technology, and
ee
regarding decisions about the use of new technology in society. These descriptions
were sorted and categorized by content and lines of arguments. Categorization of
rR
students' views on the use of and decisions about gene technology was done following
themes that fit into the structural concepts describing ‘societal structure’ (Giddens,
ev
1984). Hence, the structures Signification, Legitimation and Domination and their
iew
peer-00734532, version 1 - 23 Sep 2012
topics eagerly and in a highly engaging way. Although we created a respectful
Fo
modalities, as they appeared to be manifested in students reasoning, were used to
create a grid for the analysis (Table 1). The modalities of each structure are part of the
theory of structuration (Giddens, 1984), but for the purpose of our analysis they are
grouped in categories.
Insert Table 1 about here
ly
On
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
Using the grid shown in Table 1, justifications for students Significations were sought
in the modalities of the structures Legitimation and Domination. The modalities that
the students drew on indicated which societal structure was relevant for their
interpretative scheme and for human actions in society.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
structure Legitimation since they are highly interconnected in a representative
democracy such as Sweden. When students refer to impersonal rules, moral or not,
which are not laws, the analytic interpretation is in terms of drawing on norms.
Furthermore, the analytic interpretation also holds that students draw on knowledge
claims when they use scientific knowledge as a given fact to justify their signification
of technology. There are two criteria for such scientific knowledge claims here: first,
it has to be possible to interpret them as emanating from expert knowledge, i.e. from
rP
disembedded practice; and, secondly, such scientific knowledge claims have to be
used by students as a non-disputable fact.
ee
Ontological security cannot be assessed by the methods we used in our study,
rR
so they are hypothetically inferred as a theoretical entity supported by Giddens'
structuration theory (Giddens, 1984).
ev
Students' expression of confidence in the social system to regulate or stimulate
development and use of expert knowledge to maintain/reach desirable outcomes is
iew
peer-00734532, version 1 - 23 Sep 2012
Democracy and laws are here used together as one single modality of the
Fo
interpreted as an indication of students' agency. Students' descriptions of actions that
they believe can lead to reproduction or transformation of society are interpreted as
On
expressions of their reflexive monitoring. Their expressed confidence or lack of
confidence in their ability to affect or participate in actions leading to their desirable
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
outcome is interpreted as an expression of agency. The analytic descriptions show a
variety of students’ ideas and arguments. There were conflicts between students as
well as, occasionally, within their own line of arguments. However, the conflicts
regarding use of and decisions about gene technology that were expressed by any
single student were typically related to context. Subsequently, the data presented are
valid for more or less specific contexts regarding societal use of new technology.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 16 of 53
Page 17 of 53
used when they justified their arguments in support for either a transformation or a
reproduction of society through expert knowledge. The analysis dealing with the
students' justification of anticipated social transformation using a particular modality
of social structure is followed by students' justification of the prevention of social
transformation using the same modality. Starting with norms followed by traditions,
modalities of the structure Legitimation are followed by the modalities of the
rP
structure Domination: first knowledge claims, then authorities.
The presentation of the analysis then moves on to dealing with the students'
ee
signification of decisions about the use of technology, either as enabling or as limiting
human action in society. The storyline starts with the students' use of the modalities of
rR
Legitimation, norms, democracy and laws, and ends with the students' drawing on
authorities, a modality of Domination.
iew
ev
peer-00734532, version 1 - 23 Sep 2012
Results
In this section, we first describe what modalities of societal structures the students
Fo
Signifying gene technology as a threat to or as a development of societal practice
In this section we illustrate how the students conceive of gene technology as a threat
and convey their desire to prevent transformation of society. This is in stark contrast
On
to students who regard gene technology as a promise of a desirable development of
social practice. In this process, they were found to draw on modalities of Legitimation
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
(norms and traditions) and Domination (knowledge claims and authorities). The
students' reasoning points to attempts to find trust in basic principles or experts, but
also to maintain their lack of trust and to bring attention to risks and undesired
outcomes. In contrast to students who welcome biotechnology, the students who
hesitate to incorporate gene technology in societal practice do not seem to find trust in
persons or principles of expert systems.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
societal practice they refer to norms and traditions. Future actions for the ‘good of
humans’ are supported by norms. However, prevention of actions that threaten values
representing the good, such as personal relations and humanity, can also be supported
by norms. By drawing on traditions students legitimize their stance, for or against
societal transformation, while trying to connect the past and present with the future.
rP
Justifying societal transformation by reference to norms. Students draw upon norms
such as to: ‘allow free will’; ‘strive for human well-being’ and ‘withhold human-
ee
supreme status among animals’, as they express their support for using new
rR
technology for the benefit of human health and well-being. The students either focus
on one single type of medical treatment, such as xenotransplantation or gene therapy,
ev
or on a more general view including a variety of possibilities offered by gene
technology, particularly for humans.
iew
peer-00734532, version 1 - 23 Sep 2012
Signification by drawing on modalities of Legitimation
When students signify biotechnology as an opportunity to develop or as a threat to
Fo
‘Life is about having luck. Why not change things (by gene therapy) later if
you want to be someone else - why stop someone from that?’ (Tony)
On
‘(The possibility) to change stem cells I think is terrific, since you get another
chance. There should be no limits (for curing people).’ (Veronica)
‘There is a need for organs (about xenotransplantation), there are so many who
are in need.’ (Charlotte)
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
The new technologies mentioned here are described as possibilities for the future.
Tony argues for agency as he stresses that striving to reach personal desirable
outcomes could be facilitated by the new technology. Drawing on the norm of striving
for human health, Veronica and Charlotte are likely to agree, as long as it is a health
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 18 of 53
Page 19 of 53
members of society needing help with their medical condition.
‘But that's the argument I have for most of these issues: to reduce human
suffering and to raise the standard of living and make more happiness in the
world.’ (Oscar).
Oscar also points out the importance of human action for increasing health but he
broadens his view to hold a striving for human well-being in a general sense as a
norm for societal practice.
rP
‘I think its right in every aspect. It is worth sacrificing the life of a pig for the
sake of a human.’ (Carl)
ee
Carl draws on the norm of putting human interests before that of other animals, based
on a comparable higher value of a human life, compared to that of a pig. The different
rR
values of lives follow a moral order, which is used here to legitimize the use of
animals in a new way.
ev
For these students the use of new technologies provides expectations of a
iew
peer-00734532, version 1 - 23 Sep 2012
issue. In their view, the new technology provides an opportunity to better care for
Fo
better future since societal practice will be transformed by incorporating
biotechnology. They picture biotechnology as a welcome means to achieve desired
outcomes. Their norms, which may well be familiar rules for their daily life, are used
On
here to support the acceptance of biotechnology for the development of societal
practice. Societal transformation by the exemplified uses of biotechnology here does
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
not seem to evoke any fear of unforeseen risks or need for regulation, among these
students. The students express agency by showing that their reflexive monitoring of
actions of disembedded societal practice, i.e. experts' development of technologies,
are supported by their norms and lead to desired outcomes. Apparently they trust the
experts and that the societal system can be improved by transformation.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
students expressed a desire to prevent societal transformation, they showed disinterest
in the development of new knowledge, fear of losing individuality, an urge to care for
and prevent disrespect for animals, as well as a desire to strive for equality between
generations and between animals and humans.
One of the students exemplified disinterest in the development of new
knowledge and new technology like this:
rP
‘It is unnecessary/.../In my view, we don't need to develop more things than we
already have.’ (Gabrielle)
She stresses that we should be content with the present societal practice. She seems to
ee
ground her view in the norm: ‘be satisfied with what you have’.
rR
‘You shouldn't change just anything because in the end we will all be
identical.’ (Hanna)
ev
The dissatisfaction with our bodies, especially the characteristic parts by which we are
judged by others, is here acknowledged as the driving force for genetic modification
iew
peer-00734532, version 1 - 23 Sep 2012
Justifying the prevention of societal transformation by reference to norms. When
Fo
of everyone, including children. Hanna fears that we will lose our individuality as a
result of such action. Her argument against allowing genetic modification of the
On
human body is based on the norm to ‘cherish personality’ and therefore she wants
society to protect the uniqueness in human appearance.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Animals also need to be protected and cared for. For example, animals should
not have to suffer.
‘If I could, I would decide that animals should not have to suffer. No one could
feel bad about animals being treated well.’ (Gabrielle)
Gabrielle has observed that pigs in pig farms suffer and fears that breeding genetically
modified pigs for future xenotransplantations might cause even more suffering. Her
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 20 of 53
Page 21 of 53
animals are seen in the two following interview excerpts.
‘Every individual has a right to live. Pigs are also individuals and obviously
they have a right to live.’ (Benny)
‘No, I think animals, I think breeding of animals shouldn't be allowed, you
know, just because we humans want their organs. I think it's wrong.’
(Veronica)
The students draw on norms to ‘respect the right to live’ (Benny) and that ‘animals
and humans should be treated equally’ (Veronica). Transformation of society by
rP
introducing biotechnology is seen as a threat to norms prescribing that animals should
be respected and have rights in society just as humans. Thus, a transformation of
ee
societal practice leading to the killing of individuals (in this case, pigs) can never be
rR
legitimized. Here, it is not the use of expert knowledge or technology per se that is
problematic, just the killing of animals. Transformation through the use of gene
ev
technology might be acceptable, but only if the norm ‘respect the right to live’ is
followed. The risk of not achieving equality in the interaction between pigs and
iew
peer-00734532, version 1 - 23 Sep 2012
argument is based on the norm to ‘care for animals’. Other ways to express caring for
Fo
humans justifies the prevention of introducing some uses of gene technology.
Prevention of societal transformation justified by ‘attempting to achieve equality’ is
valid for relations between animals and humans, as well as between generations.
On
‘Our generations have no more rights than previous generations to make these
improvements of our species.’ (Victor)
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
According to Victor, equality between generations, i.e. equality in a stretched
timeframe moulding history and the future together, should be protected. By referring
to equality between generations, historical circumstances are used to argue for the
hindrance or control of societal transformation and to reinforce present common
practice. Thus, transformation of societal practice cannot be legitimized if it breaks
away from the present norms.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
little benefit to society. Furthermore, expert knowledge is seen as a societal resource
that threatens to exploit animals, nature, and to threaten our attempts to achieve
equality. According to the students' observations and reflections, societal practices
should not be transformed by new technologies, but rather reproduced by reinforcing
present common practices.
The use of new technologies provides a threat since valued norms may lose
rP
their importance if biotechnology is incorporated in societal practice. Although some
of these students understand that society can benefit somehow by making use of the
ee
described examples, they deny that the anticipated societal transformation could lead
to a desired outcome. The imminent societal transformation seems to urge students to
rR
call for necessary regulations in the use of technology. In the case of disinterest in
new technologies per se, this would mean a total halt in scientific and technological
ev
development. Apparently there is a fear that the social system might be transformed
iew
peer-00734532, version 1 - 23 Sep 2012
For all these students the new technology is conceived as unnecessary and of
Fo
and thereby lose important norms. The students doubtfully express agency by
showing that their reflexive monitoring of actions of disembedded societal practice,
i.e. experts' development of technologies, implies a clash with familiar norms of
On
specific or general significance. However, students' agency is likely to remain if
negotiations for keeping their familiar norms seem to be possible.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Justifying societal transformation by reference to traditions. The anticipation of
societal change, no matter if it is for better or worse, does reduce the sense of
ontological security. One way to counteract this is to reduce the apparent irregularity
by finding resemblance with traditions and present practices.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 22 of 53
International Journal of Science Education
Page 23 of 53
‘It's the same thing - we slaughter pigs for food - so I mean, why not slaughter
them to get organs.’ (Pamela)
These positions are based on the acceptance of slaughtering pigs as being common
practice in society. Referring to tradition legitimizes the new practice, which is
described as similar to the common practice. Students interpret the two different
procedures as being similar, and xenotransplantation becomes acceptable based on the
rP
historical tradition of slaughtering animals for food. This counteracts the loss of
ontological security caused by disembedded practices and their transformation of
ee
human action in society. These students extend the organization of beliefs and
practices, held by tradition, to include new ones in order to legitimize the societal
transformation.
rR
The students' reflexive monitoring of actions, such as routines embedded in
ev
tradition, help them to find support for experts' development of technologies leading
iew
peer-00734532, version 1 - 23 Sep 2012
‘By tradition we have always eaten meat and animals, and so I feel that a
development in some way for the use of organs in a new way is a natural step.’
(Henry)
Fo
to desired outcomes. The congruence between students’ expectations for development
of new technologies that can transform society, and their reasoning to find acceptance
for such new technology imply agency and a trust in experts.
On
Justifying the prevention of societal transformation by reference to traditions. The
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
idea of using new technology may be seen to conflict with common practice. In such a
case tradition can be used to legitimize the prevention of introducing new practices in
society.
‘We are not used to doing like that you know.’ (Hanna)
‘But this is different. We haven't been doing this for ages.’ (Veronica)
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
effect of new technologies as detaching future practice from that of the present way of
living. The anticipated change of societal practice induces strong reactions from the
students. Their anxiety about a possible future transformation of the social system, in
discord with familiar practice, is a sign of loss of ontological security. Students draw
on tradition when they argue for keeping and reinforcing present practice, thus
legitimizing the prevention of societal transformation. A sense of agency can be kept
as long as negotiations for keeping familiar routines, organized by traditions, seem to
be possible.
ee
rP
Signification by drawing on modalities of Domination
As these students provide their significations of gene technology they draw on
rR
modalities of Domination, such as knowledge claims and authorities. In so doing they
signify expert knowledge as trustworthy or not trustworthy. By referring to
ev
knowledge claims students express their trust, or lack of trust, in the basic principles
iew
peer-00734532, version 1 - 23 Sep 2012
The above quotes are said with emphasis. The students' perceive the transforming
Fo
of biotechnology, thus bringing to the fore ideas of risk and monitoring of expert
practice. When students refer to authorities they indicate if they have trust in experts
as competent members of society.
On
Justifying societal transformation by reference to knowledge claims. Students can find
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
trust in principles by adhering to different kinds of knowledge claims. By picking up
knowledge claims to ensure the safety, as well as support the basic principle for the
technology, students can justify introduction of technology into societal practice.
Here, students seem re-assured that procedures are safe if they follow natural laws.
‘Since you put in genes, your body will build things, and then, well it has to be
better than to put in something that doesn't belong there. It's good for the body
since it's the building blocks that were there from the beginning’. (Henry)
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 24 of 53
Page 25 of 53
are doing it, since a cell's natural function is used for the production of, for example
proteins, the products can be considered to be natural.
‘As long as it's produced in a natural way we are re-assured that it has been
functional and safe in nature for a damn long time since it has been developed
by evolution.’ (Oscar)
The long history of development according to the rules of evolution implies that the
process is safe. Furthermore, since evolution is natural it follows that procedures that
rP
apply the natural rules of evolution are safe. By making use of a knowledge claim
built on the historical circumstances of evolution, students are able to build an idea of
ee
security concerning the societal use of new technology. The new technology is seen as
rR
a resource for transforming societal practice.
These students exemplify how knowledge claims induce trust in a principle.
ev
Thereby, they can also find trust in the social system making use of the principle. The
ontological security can be further restored by connecting natural phenomena with
iew
peer-00734532, version 1 - 23 Sep 2012
Although transferring genes from one cell to another may seem unnatural if humans
Fo
new technology, thus moderating the notion of potential risks related to the
anticipated transformation of societal practice. Knowledge claims that enable
On
reflexive monitoring of outcomes, here exemplified by the moderation of potential
risks, can be used to justify new practices since they induce trust.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
Justifying the prevention of societal transformation by reference to knowledge claims.
Not all students can find trust and moderate the notion of risks by using knowledge
claims. Instead, they advocate knowledge claims that challenge principles of the new
technology, and they use knowledge claims to justify limitations or even prevention
of the use of new technology. Knowledge claims are used to describe a threat.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
‘Evolution has not given us the right to make changes in our genetic
development.’ (Victor)
Both these interview excerpts relate to knowledge of what is natural and that human
action needs to follow some natural law. The new technologies are threats to
naturalness and they do not belong to common practice, and never have. The
dichotomy natural/unnatural is used to show that the basic principle is not trustworthy
rP
and is a threat to the functional material environment.
The anticipated risks, as a result of unforeseen uncontrollable circumstances,
ee
are important arguments against the use of new technologies. This is more explicitly
expressed in the following excerpts.
rR
‘Suppose you put in a, well genes, for example in the pancreas for the
production of insulin, and it starts to produce enormous amounts of insulin,
well that might give negative consequences.’ (Charlotte)
ev
‘If you treat everyone (with gene therapy) then the quality of our genes will
slowly decrease since there is no natural selection, and in the end maybe we
will be totally dependent on this method.’ (Johnny)
iew
peer-00734532, version 1 - 23 Sep 2012
‘You are what you are. That's the way it should be. It's unnatural to
change/.../Because you change by adding and subtracting, and disturb the order
of the events that should have come.’ (Hanna)
Fo
New medical research and medical treatment may result in conditions that are out of
control on both personal and population levels. On a population level, the technology
On
may lead to new diseases, and even deterioration of the human species. Knowledge
claims seem to enhance the notion of potential risks related to the expected
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
transformation of societal practice. The view of scientific research here is that it
breaks away from common practice and what is ‘natural’. The natural order is
considered to be safe, that is, it is necessary to follow natural laws to have a sense of
security. The idea of security cannot be restored as long as new technology is
interpreted as a threat to what is natural.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 26 of 53
Page 27 of 53
and possibly as a means to reject the expected transformation of societal practice. By
reflexive monitoring, the basic principle is judged as less than trustworthy and could
lead to undesired outcomes. The new technologies present uncontrollable risks that
outweigh the benefits. The students seem worried about risks they claim exist but
cannot monitor. They apparently do not trust the principles of expert knowledge and
stress that its use is unsafe. This turns these students against the use of expert
knowledge and the transformation of the societal structure towards one that comprises
rP
unsafe societal practice.
ee
Justifying societal transformation by reference to trust in authorities. While the
students acknowledge the existence of risks related to the use of new technology, they
rR
want the risks controlled. They expect experts to have and to use the necessary
competence to handle potential risks.
ev
‘It's a matter of being cautious and careful, the scientists should be meticulous
in their investigations before we start operation on a larger scale.’ (Oscar)
iew
peer-00734532, version 1 - 23 Sep 2012
Knowledge claims are seen as an expression of a reduced ontological security
Fo
‘The risks are very small because they (medical doctors) are educated and
know what to do I think.’ (Benny)
On
The experts are described as professionals and seen as trustworthy since they are both
educated and careful in their practice. It is likely that these students have a sense of
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
ontological security since they do not expect any uncontrollable risks. The students
acknowledge distinct roles in society since they consider monitoring and controlling
of expert practices to be for experts, not for laymen. They find trust in experts by
seeing them as authorities of scientific knowledge and disembedded practices. The
students' trust in experts counteracts a potential loss of ontological security and their
judgment seems to hold that desired outcomes will be attained with acceptable risks.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
authorities. It is likely that new practices to some extent create risk scenarios.
Students seem to anticipate future risks on personal as well as population levels.
Authorities have the power to regulate or prevent future use of new technology that
might lead to undesirable outcomes.
‘But, if they (the scientists) start to fiddle with it (DNA of cells) just to, if they
do it for fun; I mean it should be for a purpose, they mustn't sit there and fiddle
with cells just to see what happens.’ (Charlotte)
rP
‘I mean, if we proceed further (with research on genetically modified
organisms) maybe we get rather negative outcomes and face worse things and
get worse cells which not only like cancer, but even worse.’ (Charlotte)
ee
The uncontrollable risks of the new technology outweigh the benefits according to
rR
this student. She seems worried about risks she believes exist but no one, not even
experts, can monitor. Expert knowledge appears to be unreliable or its use may be
ev
unsafe for some reason. This student apparently does not trust experts and expert
knowledge to have the ability, or even the intention to control such risks. The lack of
iew
peer-00734532, version 1 - 23 Sep 2012
Justifying the prevention of societal transformation by reference to lack of trust in
Fo
trust in experts leaves the students with a reduced ontological security that can lead to
the rejection of societal transformation. The anticipated risks turn students against
On
transformation of the societal structure towards one that comprises unsafe societal
practice. The fear that science and technology can result in disastrous outcomes is
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
grounded here in lack of trust in both experts and in disembedded practice.
Signifying decisions as enabling or limiting human action in society
In this section we illustrate how the students draw on modalities of Legitimation and
Domination in their Signification of decisions as enabling or limiting human action.
Legitimation is established by using norms, democracy and laws to justify their view
of human free will and action in society. By referring to authorities the students
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 28 of 53
Page 29 of 53
made through their specific role in society. The students' reasoning implies a conflict
regarding the degree of laymen’s participation in decisions about the new technology.
Signification by drawing on modalities of Legitimation
The students' dialogue reflects an interesting dimension of trust in the social system as
they draw upon norms, democracy and laws to legitimize how decisions on the use of
technology should be made. The perspective on "trust" here includes "both emotional
rP
and cognitive dimensions and to function as a deep assumption underwriting social
order" (Lewis & Weigert, 1985). The results presented in this section can be seen to
ee
reflect a possible conflict concerning the sensibility of personal decisions considering
free will on the one hand and the need for limitation of choice on the other.
rR
Justifications by reference to norms. Legitimation of decisions about new technology
ev
can be made by referring to norms. In the following example decisions about the use
of gene therapy is discussed.
iew
peer-00734532, version 1 - 23 Sep 2012
express their support for authorities exertion of power, i.e. Domination, by decisions
Fo
‘It's a personal decision, and you should not be forced to do it either. I mean, if
you are a criminal, you should not have to submit to treatment if you don't want
to.’ (Hanna)
On
The decision, whether for or against using gene therapy, should be personal and not
forced upon a person by any authority. Instead laws should protect free will and
personal decisions.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
‘Laws should be made to permit parents to make any decisions concerning
their child.’ (Benny)
We have a right to decide over our own and or our children’s' bodies and it is implied
here that the social system should sanction norms which enable human action based
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
there have to be limits for human action.
‘You can't only see to what the parents want because then they can demand to
make just any changes they like to their child. You have to have something
else, laws or something like that.’ (Pamela)
Pamela claims that constraints are needed. She seems to acknowledge the variation of
norms as she questions the norms of some fellow members of society. Here, personal
decision, at least when it comes to a parents' responsibility towards their child, is
rP
questioned since all parents are not trustworthy. The right to decide over one’s
children's bodies is contested on the grounds that certain norms need to be sanctioned
ee
by laws to limit human behaviour in order to protect against undesired outcomes.
Thus, laws should restrict human actions considered to be unjust. It is expected that
rR
what is regarded as a societal norm will be protected by democratic practices.
ev
Trust in the social system is strengthened if it endorses personal agency.
Subsequently, if, as a result of new technology, the social system is believed to
iew
peer-00734532, version 1 - 23 Sep 2012
on reflexive monitoring, i.e. agency should be granted to any human being. However,
Fo
restrict free will, i.e. personal decisions, trust will be lost and there will be a
reluctance to accept imminent transformation of society. However, trust in the social
On
system is also dependent on limitations of personal agency. Laws sanction norms and
such limitations on human action induce trust in the social system as it protects
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
norms. In the above context, trust in the social system depends on how the conflict
concerning the degree of free will is resolved, which in turn affects the sense of
agency.
Justifications by reference to democracy and laws. Views about decisions drawing on
democracy can actualize the function of laws to regulate the use of new technologies
in society. Democratic procedures provide familiar resources to govern the societal
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 30 of 53
Page 31 of 53
According to these students, laws that can regulate the use of new technologies should
be passed by popular vote in some manageable way.
‘Evidently, it has to be a democratic decision. It should be what the majority
decides, but of course it's difficult so you should have maybe 5 given
alternatives to choose from.’ (Tony)
‘I think laws about these things should be decided on by popular vote. I don't
think the people need to know basic genetics but rather see the future
consequences’. (Pamela)
rP
The students suggest the use of both binding and non-binding referendums. The
opinion of the majority is given the role of reproducing societal structure, which of
ee
course might lead to transformation of societal practice. The statement made by
Pamela that people do not need to know basic genetics implies the importance of
rR
reflexive monitoring by laymen to consider the potential outcomes of incorporating
new technologies into societal practice. Here, students typically relate to laws as rules
ev
that legitimize human action by enabling or constraining it. Laws are outcomes of
iew
peer-00734532, version 1 - 23 Sep 2012
system. The laws passed enable as well as constrain human actions in society.
Fo
democratic disembedded practice, although they may as well be seen as exertion of
power by the authorities. The constraints on minorities, as a result of democratic
decisions, appear unproblematic to Tony and Pamela, who apparently trust the
On
democratic principle. Thus, democracy can legitimize any human action and the
outcome will be regarded as trustworthy. Democratic decisions induce and sustain
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
trust in the social system since they enable agency by reflexive monitoring, here
interpreted as the choices given for a decision about biotechnology.
Signification by drawing on Domination
When it comes to decisions about the use of technology, the students accept
authority's exertion of power on an abstract, general level in society. Such authority is
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
system. On a concrete level, decisions by medical experts should be preceded by
negotiation to include personal knowledge from laymen such as patients.
Justifications by reference to authorities. To some students, decisions about the
reinforcement or transformation of society appear to be taken by those in authority.
Authority is conceived of as being grounded in political or scientific status.
‘It is the politicians who decide what you are allowed to do within the health
care system.’ (Linda)
rP
This student refers to the present regularized practice in Swedish society when she
ee
suggests that the power to decide resides with the political institutions controlling the
resources. She does not describe politicians as necessarily being trustworthy, but
rR
rather shows an acceptance of politicians exerting power over human action. The
description confirms the role of societal facilities such as institutionalized
ev
organizations in the structuration of society. The view that officials have specific roles
iew
peer-00734532, version 1 - 23 Sep 2012
grounded in either political or scientific status and reflects a trust in the societal
Fo
in society controlling the health of our bodies leaves the decisions for future
transformation of society to those with political power. The student's acceptance of
the present practice indicates a trust in the social system.
On
When students justify decisions by referring to authorities with scientific
status they state that decisions should be made based on facts, not on opinions.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
‘Scientists and the like, they know everything. Not politicians and those who
(have no knowledge), because then it's only opinions you know. Scientists have
all the facts.’ (Veronica)
‘Medical doctors and maybe patients, they (MDs) consider someone's need,
someone who lives a life with a need of a new organ.’ (Charlotte)
Here, scientist and medical experts are given the role to decide since they alone have
sufficient knowledge. Opinions, although not specified here, are distinguished from
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 32 of 53
Page 33 of 53
not when it comes to new technology. Instead, expert knowledge is ‘seen as being
trustworthy’ in contrast to politicians' and laymen's knowledge. Based on this view
then, experts should decide about future transformation of societal practice based on
expert knowledge. Charlotte's description implies the possibility of mutual agreement
when it comes to medical treatments. The focus here is a decision for the benefit of
the health of a person, who also happens to be a knowledgeable patient with personal
ideas of a desired outcome. The specific situation allows a person-to-person
rP
negotiation where a decision can be reached based on mutual understanding, and
where the patient's agency should be sustained. Here, the distance between
ee
knowledgeable laymen and experts may be reduced and trust may be built between
rR
real persons. The power to decide over one's own body is reinforced and follows
common societal practice.
ev
Trust in political authority is grounded in trust in the social system through
which resources can be provided for desired outcomes, which in turn, can be
iew
peer-00734532, version 1 - 23 Sep 2012
knowledge. Subsequently, most members of society are not knowledgeable, at least
Fo
monitored and judged by members of society. When students express trust in expert
knowledge by referring to authorities on scientific knowledge, they suggest both trust
On
in the scientific principle and in experts as persons. Furthermore, a stronger trust can
be built by negotiating face-to-face and here, as agency is promoted, the building of
trust is typically facilitated.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
Discussion
In this section some methodological aspects will be discussed, followed by a
discussion of the results. The results discussion deals with: 1) how students deal with
their loss of ontological security, and 2) how students relate to agency when reasoning
about anticipated changes in societal practice. Each section is followed by a
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
end our discussion with concluding thoughts where the possibility of sustaining and
promoting students' agency in science education is considered.
Discussion of Methodology
Since the aims of the study are grounded in an interest to interpret students' notions
about societal structures, Giddens (1984) modalities of Legitimation and Domination
were used as categories for students' justifications of their significations. Here
rP
democracy and laws were chosen as one single modality of Legitimation since laws
and democracy are interconnected. However, if any of the students had used laws as a
ee
modality of Domination, which is conceivable, the merging of the two could be
questioned. The fact that laws can be used as Domination by referring to laws as
rR
typically made by authorities, without considering social norms, means that future
studies in Sweden, as well as in other countries, may need to add to, or extend, the
ev
category system. Knowledge claims are constrained to scientific knowledge in this
iew
peer-00734532, version 1 - 23 Sep 2012
discussion of the pedagogical implications of our results concerning that section. We
Fo
study since the purpose of the study is to describe how students use scientific
knowledge, i.e., the disembedded knowledge that can be interpreted as initiating a
socioscientific issue. There are two criteria for such scientific knowledge claims here:
On
first, it has to be possible to interpret them as emanating from expert knowledge, i.e.,
from disembedded practice; secondly, it has to be used by students as an apparently
non-disputable fact.
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
It can be argued that the concept of ontological security is vague and
impossible to study. This study does not claim to measure any ontological security but
rather, by inference, use it as an attempt to describe problems the students, according
to theory, have to cope with when dealing with the different topics. However, the
actual experiences the students have are concealed from us.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 34 of 53
Page 35 of 53
agency is difficult to estimate since the discussions were hypothetical in the sense that
the students were not in a situation to decide or take action on any of these issues.
However, the students' reasoning could still be relevant for a real situation, at least
partially, depending on the context and how much later it may occur. Their reasoning
is of course more relevant for science education although dependent on the classroom
activity.
Finally, The number of students in this study may appear to be limited.
rP
However, the analytic approach ensured that saturation was reached, and this helped
strengthen the validity of the study. The validity of this study is further strengthened
ee
by the presence of similar arguments about gene technology in other studies. For
rR
example, see Bates, Lynch, Bevan & Condit, (2005), Barnett, Cooper & Senior
(2007), Chen & Raffan (1999), Gunter et al. (1998), Kolsto et al. (2006), Pearce,
ev
Thomas & Clements (2006), Saucier & Cain (2006), Sadler & Donnelly, (2006)
Sadler & Zeidler (2004), Walker & Zeidler (2007), Zeidler, Walker, Ackett &
Simmons (2002), Zohar & Nemet (2002).
iew
peer-00734532, version 1 - 23 Sep 2012
The impact of what is interpreted as the students' reflexive monitoring and
Fo
On
Discussion of Results
There are many issues that could be discussed from our analysis, however, space
constraints have led us to focus on what we regard as the most interesting and
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
worthwhile aspects that we see arising from our analysis: students' ontological
security; trust and agency and their promotion in science education. We begin by
dealing with students' counteracting their loss of ontological security as new
technology is anticipated to result in a transformation of societal practice. We discuss
the possibility to reduce loss of ontological security by building trust in authorities in
relation to the social structures Legitimation and Domination. We then deal with how
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
interesting aspect of the ensuing discussion.
Counteracting loss of ontological security and building trust
The anticipated societal change arising from gene technology supports or challenges
how students expect the social system to be reproduced or transformed. Modalities of
Legitimation are essential for students' building of trust in the societal system and for
their notion of participation in societal reproduction or transformation. Modalities of
rP
both Legitimation and Domination are important for the possibilities of building trust
in people representing disembedded practices, i.e., authorities such as experts and
politicians.
ee
As shown by other studies, a variety of norms is expected to be found among
rR
students. (Sadler & Zeidler, 2004). When the students participating in our study used
norms to legitimize their signification of gene technology they focussed attention on a
ev
variety of interesting norms that uncovered potential latent conflicts for science
iew
peer-00734532, version 1 - 23 Sep 2012
these results may be linked to the notion of agency, which is perhaps the most
Fo
classroom discussions. At the same time, students' expressions of norms and values
may change between situations and the negotiability of norms and values could be
quite substantial (Macrae, Milne & Bodenhausen, 1998), and they can choose which
On
norm is the most important in one specific context and disregard the same norm in
another (Zeidler & Keefer, 2003; Zeidler et al., 2002). Norms are socially enforced
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
rules (Horne, 2009) and a person's subset and ranking of norms depends both on
which social group they belong to (Nagda, 2006) and to the social group where the
discussions are situated. Therefore, in a discussion about new technology, any
conflicts concerning ranking of norms must be considered as negotiable. However,
norms sanctioned by moral obligations (Hechter & Opps, 2001) have to be considered
as less negotiable than norms related to social expectations without moral obligations.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 36 of 53
Page 37 of 53
limited impact on ontological security because norms are not routinized (Giddens,
1984). Hence, discussions aiming at resolving conflicts between different norms are
likely to have only limited effect on the counteracting of reduced ontological security
among the students.
The threat to norms is less fundamental than that to traditions since societal
sanctioning of norms changes more rapidly and because stereotypical expressions for
norms are easily overruled in a social context (Macrae et al., 1998). Legitimation by
rP
using tradition as a justification has more impact on ontological security than norms.
This is because tradition both counteracts fragmentation in time and it is highly
ee
routinized (Giddens, 1984). But traditions are not only routinized, they also carry
rR
norms and morals integrated in the specific practice. By relating to tradition, more
meaning is connected to the new practice. The new technology is not seen here as
ev
having any interwoven norms or morals itself, and can therefore easily be defined as
either belonging to tradition or not. The students in our study used subject content
iew
peer-00734532, version 1 - 23 Sep 2012
Still, even though a certain norm can be of high personal importance, it will have
Fo
knowledge to interpret how the morals integrated with tradition are in concordance
with the application of the new technology. Their ways of reasoning display not only
On
a potential conflict but also how knowledge and norms can be linked together in
different ways. It could be argued whether or not they use knowledge to support
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
traditions or vice versa. Thus knowledge can be used to explain how human action is
made legitimate in a post hoc way. However, according to structuration theory,
traditions, and to some extent norms, are habitual rules integrated in embedded
practice that can be explained by knowledge without depending on it (Giddens, 1990).
Students who are positive to the new technology use the tradition as a way to
bridge the gap between embedded practices (traditions and routinized practices) and
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
students' interpretation is that the new technology can be seen as being embedded in a
pre-existing tradition. This was crucial for their stance to use gene technology for the
development of societal practice. Hence, the students' reasoning about new
technologies and traditions are of high importance for their sense of ontological
security and thereby their interpretation of gene technology as a threat or not.
Since the students drew on norms, democracy and laws to regulate human
action in society a conflict regarding agency seemed to emerge. This is a conflict
rP
between personal freedom of action, based on personal free will and personal norms,
and societally sanctioned actions (Hechter & Opp, 2001; Horne 2009). Thus, they had
ee
a notion of the discrepancies between embedded practice and disembedded practice
rR
where trust in either people or societal institutions, such as referendums or other
democratic legislatures, is at hand. The students showed a trust in the societal system
ev
and that the democratic principle will solve conflicts about norms and morals in an
acceptable way.
iew
peer-00734532, version 1 - 23 Sep 2012
disembedded practice (i.e. new technology) (Giddens, 1990). In our study the
Fo
When it came to modalities of the societal structure, the students drew on
modalities of Domination, such as knowledge claims and authorities, when discussing
On
future use of gene technology. Their justifications imply an awareness of a riskbenefit conflict where students focus on trust and physical safety. Scientific
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
knowledge is an important issue here, since students use their knowledge to interpret
the safety of the technology as well as to build trust in basic principles and experts.
They moderate their potential loss of ontological security through trust. This is where
the discussion of safety is meaningful, i.e., how to escape undesired material
outcomes (Giddens, 1990). The students use knowledge claims, related to natural
sciences, in support of social norms. This is an important problem to bring to the fore
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 38 of 53
Page 39 of 53
for social norms in any logical reasoning. Knowledge claims are of course useful to
describe material outcomes, which in turn can be judged as desirable or not in relation
to norms in a social context.
The students used knowledge claims to strengthen or weaken their trust in the
basic principles of the new technology. A trust in the basic principle comes with a
sense of security. Students who embrace the new technology are the ones who trust
the basic principle, experts and their knowledge. However, students who want to
rP
prevent the use of the new technology showed no trust in the basic principle. The
latter group of students could be described as the target for the PUS and STS
ee
movements (Irwin & Wynne, 1996; Irwin, 2001) in their quest for education for a
‘knowledge society’.
rR
When drawing on authorities, the students classified experts in terms of
ev
perceived competence. Here, judgements about competencies, and perhaps even the
intentions among experts, became guesswork. The students who desire a change in the
iew
peer-00734532, version 1 - 23 Sep 2012
in classroom discussions since knowledge claims usually cannot be used as the cause
Fo
societal practice by the new technology felt no need for the monitoring of experts.
Similarly to laymen, students are seldom in a position to monitor experts' activities,
On
and so they just have to trust them and/or the capacity of the social system to control
the experts. The students with little trust in experts and disembedded practices were
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
anxious about the possibility of disastrous outcomes. Their lack of trust in
disembedded practices may lead to less trust in the societal system and loss of agency.
The students with a low ontological security, as expressed by doubts and fear of
uncontrolled risks, recognise experts as authorities with power (Domination).
However, they do not trust experts and so they seek in vain to monitor experts'
practice to counteract their loss of ontological security.
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
sense of security is likely to be an important issue. By strengthening such discussions,
where both emotional and intellectual aspects can be used to understand the conflict
they constitute, possibilities for participation in future societal discussions have a
good possibility of being developed (Sadler & Zeidler, 2005a, 2005b). Important
directions for such discussions are about the search for intelligible relations between
rP
modalities of Legitimation and Domination. This could be done by raising the
awareness of norms as socially constructed and that they, as such, can become less
ee
understandable if scientific knowledge claims (Domination) are used to ‘prove’ that a
norm (Legitimation) is right.
rR
To reach understanding of the conflict concerning Legitimation, a discussion
needs, at least initially, to be limited to just Legitimation issues and to acknowledge
ev
laymen's knowledge. Discussions based on embedded practice facilitate personal
iew
peer-00734532, version 1 - 23 Sep 2012
Pedagogical implications regarding students' ontological security and trust
In a discussion where conflicting views about traditions are disclosed, the loss of a
Fo
interaction where trust can be built in people - not in abstract principles or
disembedded practices. This can be of vital importance for future opportunities to
build trust and to counteract loss of ontological security. Such a discussion concerning
On
Legitimation issues can bridge the gap between embedded and disembedded practice.
However, this opportunity may be jeopardized if, say, two opposing student groups
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
jump to conclusions drawn only from disembedded practices such as either scientific
knowledge or legislatures.
In the classroom, risks can be addressed by dealing sceptically with the
knowledge claims of basic principles and expert practices (Domination). Science
education can also deal with risks as a matter of Legitimation by bringing more
attention to the capacity of the social system to control the development and use of
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 40 of 53
Page 41 of 53
beneficial for the students who need to counteract their low ontological security by
creating a focus on scientific knowledge claims that are not given priority over
Legitimation and immaterial outcomes. If it is made acceptable that norms and
traditions also can be the basis for signification, then knowledge claims and experts'
knowledge, or their lack of it, is not the issue. Rather, a discussion for counteracting
loss of ontological security and building trust should concern Legitimation. This
interpretation finds support in the findings where students call for legislative
rP
regulations of experts' actions.
The problem of not addressing such aspects in science education has already
ee
been identified (Kolstø, 2001b, Sadler & Zeidler, 2005a, Zeidler et al. 2009). The
rR
students' different stances concerning Domination in this study, suggest that a
classroom discussion focusing on physical safety and knowledge claims might bring
ev
attention to incorrect-correct or sufficient-insufficient knowledge and ignore other
aspects, such as norms, morals and emotions. The emphasis on Domination may give
iew
peer-00734532, version 1 - 23 Sep 2012
disembedded practice. An integrated classroom discussion could arguably be more
Fo
a structural perspective to clarify parts of a classroom discussion. In a discussion,
knowledge claims could be used to build trust in basic principles and to feel
On
physically safe, but if knowledge claims instead are used for the purpose of
supporting or defying norms and values, then the conflict instead needs to be
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
understood within the realms of Legitimation. Legitimation and Domination are not
mutually exclusive (Giddens, 1984), but if there is more than one discussion, i.e. a
discussion about one societal structure implicitly framed by another, then a
constructive dialogue can be hampered, thus negatively impeding development of a
functional science literacy. Such framing can be the result of science education in
classrooms that do not openly permit aspects other than scientific knowledge (Driver
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
science education.
Promoting agency through reflexive monitoring
Agency through reflexive monitoring is implied when students state that their norms
are congruent with those of experts and experts’ practice. Agency is also implied
through students' belief that a transformation of societal practice is likely to lead to
desired outcomes. However, reflexive monitoring using personal investment in the
rP
understanding and appraisal of the new technology might still be absent (May &
Finch, 2009). Thus, such expression of agency can be deceptive since the trust in
ee
experts does not call for any need to participate personally. This implies the need for
science education that stimulates scepticism of scientific knowledge (Kolstø, 2001b;
rR
Kolstø et al., 2006; Zeidler & Sadler, 2010).
Students who express a desire to prevent transformation of societal practice
ev
recognize a conflict between their norms and that of experts. They have little trust in
iew
peer-00734532, version 1 - 23 Sep 2012
et al., 2000; Sadler & Zeidler, 2005a; Zeidler & Sadler, 2008), as in traditional
Fo
the ability of the societal system to prevent the anticipated transformation of practice
and subsequently fail to express agency in the interview situation. These students
would benefit from education for a ‘critical society’ since they are searching for trust
On
in the system; focusing on modalities of Legitimation, rather than in experts. Science
education could help students to place their trust in the social system by providing
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
students with chances to invest actively in their understanding of the function of
Legitimation in relation to human action and changing social practice. Furthermore,
such knowledge could broaden their opportunities for reflexive monitoring and in turn
help them to gain a sense of agency.
The students in our study pointed out that laymen do not need to know much
about genetics and the basic principles of gene technology to make decisions about
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 42 of 53
Page 43 of 53
laymen as knowledgeable persons who can participate in Legitimation without much
scientific knowledge. This is in line with the notion of a ‘Critical society’ (Brennan,
2008; Kalantzis, 2006; Szkudlarek, 2007). However, students also brought attention to
a conflict between personal desires and laws. In classroom discussions, such conflicts
are likely to promote students' engagement in SSIs, and the development of agency
for democratic participation in decisions for the reproduction or transformation of
societal practice. Such discussions are well suited for SSIs since they include both
rP
personal positions grounded in embedded practice and general, political positions
grounded in students' understanding of disembedded practice and the societal system.
ee
Here the issue seems to be able to define grounds for Legitimation in both embedded
rR
and disembedded practice. By understanding how the interaction between different
grounds of Legitimation can lead to new regulations and laws in society, students can
ev
improve their reflexive monitoring whereby their sense of agency will be facilitated.
By negotiating moral as well as amoral norms in different contexts as they discuss
iew
peer-00734532, version 1 - 23 Sep 2012
desired changes in societal practice. So, it seems that students may generally consider
Fo
interactions between norms on the one hand and democracy and laws on the other,
they get an opportunity to understand the workings of democratic legislature and to
build trust in the societal system.
On
Decisions that were justified by modalities of Domination, such as expert
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
knowledge, were students' expression of trust in experts and in the system, where the
power of authorities is acknowledged and accepted. According to some of the
students, authorities such as experts in gene technology and medicine exert their
power when given a regulatory role. Their trust in experts, built on appreciation of
what is expected to be their knowledge may well be a result of science education and
medial influence sustaining ontological security. The downside is that such trust can
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
disembedded practices where authorities have specific roles and laymen have to trust
them for some reason. The students who accept the decisions made by authorities also
trust them. They do this either on grounds such as expert knowledge or on democratic
political grounds. Here, the conflicts between students' positions puts politics and
expert knowledge in opposition to each other, claiming that political views are not as
‘reliable’ as expert knowledge. This, in turn, puts laymen's participation in decisions
into question because laymen are as knowledgeable as politicians when it comes to,
rP
say, gene technology.
ee
Pedagogical implications regarding students' agency
Science education that promotes the understanding of SSIs as multifaceted problems,
rR
which need to be defined, has the potential to help students to develop reflexive
monitoring of social practice, which covers more than just material outcomes. One
ev
possibility is to describe and make use of both of the societal structures Legitimation
iew
peer-00734532, version 1 - 23 Sep 2012
prevent the sense of agency. Students drawing on modalities of Domination describe
Fo
and Domination. For example, the ‘fear’ of potential degeneration of humans, as
indicated by a student in our study, is a material safety risk and a matter of resources
(Domination), whereas the risk of losing the norm which celebrates human
On
uniqueness is an immaterial risk and an issue concerning rules (Legitimation). Each
could be addressed and appreciated separately to build an insightful understanding of
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
how they depend on the interaction between societal structures and human action.
Such differentiation is likely to help students in their reflexive monitoring, thus
supporting their agency by clarifying which societal structure an outcome of human
action is typically dependent on. Students' agency can be supported due to the fact
that interaction with a specific societal structure makes reflexive monitoring of an
issue more intelligible. Thus science education can support students' development of
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 44 of 53
Page 45 of 53
practice depends on societal structures.
A developed knowledge of the social system applied in a context can also
bring awareness of intentions in a negotiation. This could increase students'
understanding of why their perceptions of new technology as a threat can make them
prone to turn to regulation through Domination by calling for legislatures and political
authorities to save their socially embedded norms and practices and to compensate for
loss of ontological security. Knowledge about the social system might also be of
rP
importance to students perceiving new technology as a promise to see beyond
material benefits and instead include reflexive monitoring of social norms and how
ee
they interact with human action in society.
rR
Concluding thoughts
The modalities of Domination are the enactments of traditional science education,
ev
where students are envisaged as building trust in both basic principles and in experts
iew
peer-00734532, version 1 - 23 Sep 2012
agency through better scientific knowledge and through knowledge about how social
Fo
(Irwin, 2001; Styles, 2002). Unfortunately the modalities of Domination have been
confused with those of Legitimation, a problem apparent in the description of so
called collateral learning (Aikenhead & Jegede, 1999). It cannot be denied that with
On
specific scientific knowledge, outcomes on a material level can be scrutinized and
found to be desirable or not. However, the issue raised here is one of science literacy
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
as an integral aim of science education for a ‘knowledge society’ characterized by
Roberts' (2008) Vision I or II modelling of scientific literacy. In contrast to traditional
scientific education, a Vision II based science education has the potential to support
reflexive monitoring. Although Vision II may be only for strictly material outcomes,
it does support the generation of agency when dealing with issues concerning societal
use of scientific knowledge. From our study we would argue that students need
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
contexts. The students in this study use for example, evolution, natural selection and
natural/unnatural as principles for their judgments, but their understanding of these
terms does not seem to allow them to understand the full meaning in these contexts.
Here the full-fledged use of SSIs in science education can give further support to
students' development of understanding for the use of knowledge in a context by
including aspects other than scientific knowledge. This would promote reflexive
monitoring of material as well as immaterial outcomes.
rP
In science education, students can learn to trust the basic principles of expert
knowledge as well as to trust experts. However, if experts are seen as authorities, not
ee
only in their scientific field but also when it comes to norms (or that norms are not an
rR
issue), there will be little possibility of a sense of agency. Such reliance on experts
corroborates scepticism of scientific knowledge claims and experts intentions, and
ev
preserves naive attitudes towards immaterial outcomes of societal transformation.
This could be counteracted in science education by promoting an awareness of
iew
peer-00734532, version 1 - 23 Sep 2012
knowledge about specific basic principles in such a way that it is useful in given
Fo
how permissive laws (Legitimation) through Domination would not only mean giving
experts freedom to carry on their work for technical development, but also to change
On
social norms through disembedded practices without democratic discussions.
Although trust in authorities will facilitate regaining a sense of ontological security, it
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
will be at the expense of agency and the participation in societal transformation or
reproduction.
Students signifying new technology as a threat seem unlikely to find trust in
experts through basic principles of expert knowledge. For them, modalities of
Domination, such as scientific knowledge, do not counteract their loss of ontological
security or help to build trust. Instead, they need to learn to understand how to use
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 46 of 53
Page 47 of 53
Domination. Trust in the system together with a sense of ability of reflexive
monitoring of immaterial outcomes can counteract these students' loss of ontological
security as they see the opportunity to negotiate their threatened norms and traditions.
Science education debates (Kolstø, 2001b; Zeidler et al., 2009), or even better, the
meeting between students and politicians for authentic discussions about SSIs
(Jimenéz-Aleixandre, 2002), provide excellent possibilities for development of
students’ ability to participate in societal discussions, to build trust as well as to gain a
rP
sense of agency. An important subject for discussion in science education then, would
be the discrepancy between embedded and disembedded practice. This is because
ee
sceptical trust in the societal system and in disembedded expert practice can be built
rR
together with specific knowledge for reflexive monitoring of the support for the sense
of agency concerning SSIs. However, since trust, being of importance for ontological
ev
security, leads to Domination, it needs to be balanced by supporting the development
of a sense of agency.
iew
peer-00734532, version 1 - 23 Sep 2012
face-to-face interactions for building trust through Legitimation, instead of
Fo
We would argue that our discussion provides the basis for enhancing the kind
of progressive development of students' ability to participate in societal discussions
On
that must be embedded in a modern democracy. Furthermore, perhaps most
importantly, such engagement has the distinct potential of being able to significantly
ly
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
contribute to building trust, as well as to gain a sense of agency as part of a modern
science education setting.
Acknowledgements
The authors are grateful to the students that participated and shared their time to make
this study possible. Thanks are also due to Anne Linder, and Dr. Anne-Mari
Folkesson for valuable discussions and careful commenting on text and
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
valuable suggestions which helped us to improve the paper. The research was
financially supported by Faculty of Natural Science and Technology and The Board
of Teacher Training and Educational Research at Linnaeus University, and the
Division for Physics Education Research, Uppsala University.
References
Aikenhead G. S. (2006). Science education for everyday life: Evidence-based
practice. New York, Teachers College Press.
Aikenhead, G. S. (2007). Expanding the research agenda for scientific literacy. Paper
presented at the Linnaeus tercentenary 2007 symposium ‘Promoting scientific
literacy: Science Education Research in Transaction’, Uppsala University,
Uppsala, Sweden.
Aikenhead, G. S., Jegede, O. (1999). Cross-cultural science education: A cognitive
explanation to a cultural phenomenon. Journal of Research in Science
Teaching 36(3), 269-287.
Barnett, J., Cooper, H., & Senior, V. (2007). Belief in Public Efficacy, Trust, and
Attitudes Toward Modern Genetic Science. Risk Analysis 27(4), 921-933.
Bates, B. R., Lynch, J. A., Bevan, J. L., & Condit, C. M. (2005). Warranted concerns,
warranted outlooks: a focus group study of public understandings of genetic
research. Social Science & Medicine 60, 331–344.
Bauer, M. W. (2005). Public perception and mass media in the biotechnology
controversy. International Journal of Public Opinion Research 17(1) ,5-22.
Brennan, J. (2008). Higher education and social change. Higher Education 56, 381–
393.
Calderhead, J. (1981). Stimulated recall: A method for research on teaching. British
Journal of Educational Psychology 51, 211-217.
Chen, S. Y., & Raffan, J. (1999). Biotechnology: Students knowledge and attitude in
the UK and Taiwan. Journal of Biological Education 34(1) ,17-23.
Christoph, I., Bruhn, M., & Roosen, J. (2008). Knowledge, attitudes towards and
acceptability of genetic modification in Germany. Appetite 51, 58–68.
Cobern, W. W. (1996). World view theory and conceptual change. Science Education
80(5), 579-610.
Costa, V. B. (1995). When science is another world. Science education 79(3, 313-333.
Dawson, V. M. (2007). An exploration of high school (12–17 year old) students’
understandings of attitudes towards biotechnology processes. Research in
Science Education 37, 59–73.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific
argumentation in classrooms. Science Education 84, 287-312.
Fensham, P. J. (1988). Familiar but different: Some dilemmas and new directions in
science education. In P. J. Fensham (Ed.) Developments and dilemmas in
science education (pp. 1-26). New York, Falmer Press.
Fowler, S. R., Zeidler, D. L., & Sadler, T. D. (2009). Moral sensitivity in the context
of socioscientific issues in high school science students. International Journal
of Science Education 31(2), 279-296.
iew
ev
rR
ee
rP
peer-00734532, version 1 - 23 Sep 2012
interpretations, and to the two anonymous reviewers for their insightful comments and
Fo
ly
On
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 48 of 53
Page 49 of 53
iew
ev
rR
ee
rP
peer-00734532, version 1 - 23 Sep 2012
Gaskell, J. P. (1982). Science, technology and society: Issues for science teachers.
Studies in Science Education 9, 33-36.
Gaskell, J. P. (1992). Authentic science and school science. International Journal of
Science Education 14 (3), 265-272.
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration.
Cambridge, Polity Press.
Giddens, A. (1990). The consequences of modernity. Cambridge, Polity Press.
Gunter, B., Kinderlerer, J., & Beyleveld, D. (1998). Teenagers and biotechnology: A
survey of understanding and opinion in Britain. Studies in Science Education
32, 81-112.
Hechter, M. & Opp, K.-D. (2001). What We Have Learned about the Emergence of
Social Norms? In M. Hechter & K.-D. Opp (Eds.) Social norms, (pp. 394–
415). Berkeley CA, University of California Press.
Heijs, W. J. M., Midden, C. J. H., & Drabbe, R. A. J. (1993). Biotechnology, attitudes
and influence factors. Eindhoven University of Technology. Eindhoven.
Horne, C. (2009). A social norms approach to legitimacy. American Behavioral
Scientist 53 (3), 400-415.
Irwin, A. (2001). Constructing the scientific citizen: Science and democracy in the
biosciences. Public Understanding of Science 10(1), 1-18.
Irwin A., & Wynne, B. (1996). Misunderstanding Science? The public reconstruction
of science and technology, Cambridge, Cambridge University Press.
Jimenéz-Aleixandre, M-P. (2002) Knowledge producers or knowledge consumers?
Argumentation and decision making about environmental management.
International Journal of Science Education 24 (11), 1171–1190.
Kalantzis, M. (2006). Elements of a science of education. Australian Educational
Researcher 33(2), 15-42.
Kelly, J. (1995). Public perceptions of genetic engineering: Australia 1994.
Biotechnology Section, Australian Department of Industry, Science and
Technology.
Klosterman, M. L., & Sadler, T. D. (2010). Multi-level assessment of scientific
content knowledge gains associated with socioscientific issues-based
instruction. International Journal of Science Education 32(8), 1017 - 1043.
Knight, A. (2007). Intervening effects of knowledge, morality, trust, and benefits on
support for animal and plant biotechnology applications. Risk Analysis 27 (6) ,
1553-1563.
Kolstø, S. D. (2000). Consensus projects: teaching science for citizenship.
International Journal of Science Education 22 (6), 645-664.
Kolstø, S. D. (2001a). Scientific literacy for citizenship: Tools for dealing with the
science dimension of controversial socioscientific issues. Science Education
85, 291-310.
Kolstø, S. D. (2001b). ‘To trust or not to trust,…’- pupils’ ways of judging
information encountered in a socioscientific issue. International Journal of
Science Education 23, 877-901.
Kolstø, S. D., Bungum, G., Arnesen, E., Kristensen, T., Mathiassen, K., Mestad, I.,
Vedvik Tonning, A. S., & Ulvik, M., (2006). Science students' critical
examination of scientific information related to socioscientific issues. Science
Education 90, 632-655.
Levinson, R. (2010). Science education and democratic participation: an uneasy
congruence? Studies in Science Education 46(1), 69- 119.
Fo
ly
On
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
iew
ev
rR
ee
rP
peer-00734532, version 1 - 23 Sep 2012
Levitt, M. (2003). Public consultation in bioethics. What's the point of asking the
public when they have neither scientific nor ethical expertise. Health Care
Analysis 11 (1), 15-25.
Lewis, J. D., & Weigert, A. (1985). Trust as a Social Reality. Social Forces 63(4),
967-985.
Lindahl, M. G. (2009) Ethics or morals – understanding students’ values related to
genetic tests on humans. Science and Education 18, 1285-1312.
Lindahl, M. G. (2010) Of pigs and men - Understanding students' reasoning about the
use of pigs as donors for xenotransplantation. Science & Education 19(9),
867-894.
Macrae, C. N., Milne, A. B., & Bodenhausen, G. V. (1998). Saying no to unwanted
thoughts: Self-focus and the regulation of mental life. Journal of Personality
and Social Psychology 74 (3), 578-589.
May, C., & Finch, T. (2009). Implementing, embedding, and integrating practices: An
outline of normalization process theory. Sociology 43, 535-554.
McWilliam, W., & Lee, A. (2006). The problem of ‘the problem with educational
research’. The Australian Educational Researcher, 33(1), 43–60.
Nagda, B. R. A. (2006). Breaking barriers, crossing borders, building bridges:
Communication processes in intergroup dialogues. Journal of Social Issues
62(3), 553-576.
Nelkin, D. (2001). Beyond Risk: reporting about genetics in the post-Asilomar press.
Perspectives in Biology and Medicine 44(2), 199-207.
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is
central to scientific literacy. Science Education 87, 224– 240.
Pearce, C. E., Thomas, A. P. M., & Clements, D. A. V. (2006). The ethics of
xenotransplantation: a survey of student attitudes. Xenotransplantation 13,
253–257.
Phelan, P., Davidson, A. L., & Cao, H.T. (1991). Students’ multiple worlds:
negotiating the boundaries of family, peer and school cultures. Anthropology
& Education Quarterly 22, 224-250.
Ratcliffe, M. (1996). Adolescent decision-making, by individuals and groups, about
science-related societal issues. In G. Welford, J. Osborne & P. Scott (Eds.)
Research in science education in Europe: Current issues and themes (pp. 126140). London, Falmer Press.
Roberts, D. A. (2008). Scientific literacy/Science literacy. In S. K. Abell, & N. G.
Lederman (Eds.) Handbook of research on science education (pp. 729-780).
New York, Routledge.
Sadler, T. D. (2004). Moral sensitivity and its contribution to resolution of socioscientific issues. Journal of Moral Education 33(3), 339-358.
Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific Argumentation: The effects
of content knowledge and morality. International Journal of Science
Education 28 (12), 1463 - 1488.
Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge
transfer for socioscientific argumentation. Science Education 90, 986-1004.
Sadler, T. D., & Zeidler, D. L. (2004) The morality of socioscientific issues: construal
and resolution of genetic engineering dilemmas. Science Education 88, 4-27.
Sadler, T. D., & Zeidler, D. L. (2005a). The significance of content knowledge for
informal reasoning regarding socioscientific issues: Applying genetics
knowledge to genetic engineering issues. Science Education 89, 71 – 93.
Fo
ly
On
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 50 of 53
Page 51 of 53
iew
ev
rR
ee
rP
peer-00734532, version 1 - 23 Sep 2012
Sadler, T. D., & Zeidler, D. L. (2005b). Patterns of informal reasoning in the context
of socioscientific decision-making. Journal of Research in Science Teaching,
41(1), 112-138.
Saucier, D. A., & Cain, M. E. (2006). The foundations of attitudes about animal
research. Ethics & Behavior 16(2), 117 — 133.
Schwartz, S. H., & Bilsky, W. (1987). Toward a universal psychological structrure of
human values. Journal of Personality and Social Psychology 53(3), 550-562.
Solomon, J. (1992). The classroom discussion of STS issues: Public understanding of
science in the making. In R. E. Yager (Ed.) The status of science-technologysociety reform efforts around the world: ICASE Yearbook 1992 (pp. 67-80).
International council of associations for science education.
Solomon, J. (1993). Teaching Science, Technology & Society. Philadelphia, CA, Open
University Press.
Styles, M. L. B. (2002) Using education as a public relations tool for biotechnology.
Plant Cell, Tissue and Organ Culture 70, 23-26.
Szkudlarek, T. (2007). Empty signifiers, education and politics. Studies in Philosophy
and Education 26, 237–252.
Tal, T., & Kedmi, Y. (2006). Teaching socioscientific issues: classroom culture and
students performances. Cultural Studies in Science Education 1, 615-644.
Taylor, P., Lee, S. H., & Tal, T. (2006), Toward socio-scientific participation:
changing culture in the science classroom and much more - Setting the stage.
Cultural Studies of Science Education 1, 645–656.
Walker, K. A., & Zeidler, D. L. (2007). Promoting discourse about socioscientific
issues through scaffolded inquiry. International Journal of Science Education
29(11), 1387 - 1410.
Zeidler, D. L., & Keefer, M. (2003). The role of moral reasoning and the status of
socioscientific issues in science education: Philosophical, psychological and
pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning
on socioscientific issues and discourse in science education (pp. 7-38). The
Netherlands, Kluwer Academic Press.
Zeidler, D. L., Lederman, N. G., & Taylor, S. C. (1992). Fallacies and student
discourse:Conceptualizing the role of critical thinking in science education.
Science Education 75 (4), 437- 450.
Zeidler, D. L., & Sadler, T. D. (2008). The role of moral reasoning in argumentation:
Conscience, character and care. In S. Erduran & M. P. Jimenez-Aleixandre
(Eds.) Argumentation in science education: Perspectives from classroombased research (pp. 201-216). The Netherlands, Springer Press.
Zeidler, D. L., & Sadler, T. D. (2010). An inclusive view of scientific literacy: Core
issues and future directions of socioscientific reasoning. In C. Linder, L.
Östman, D. A. Roberts, P. O. Wickman, Erickson, G. & MacKinnon, A. (Eds.)
Exploring the landscape of scientific literacy. (pp. 176-192). New York,
Routledge.
Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009). Advancing
reflective judgement through socioscientific issues. Journal of Research in
Science Teaching 46(1), 74-101.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS:
A research-based framework for socioscientific issues education. Science
Education 89, 357-377.
Fo
ly
On
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
International Journal of Science Education
iew
ev
rR
ee
rP
peer-00734532, version 1 - 23 Sep 2012
Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up
in views: Beliefs in the nature of science and responses to socioscientific
dilemmas. Science Education 86, 343-367.
Zohar, A., & Nemet, F. (2002). Fostering students knowledge and argumentation
skills through dilemmas in human genetics. Journal of Research in Science
Teaching 39(1), 35- 62.
Fo
ly
On
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk
Page 52 of 53
Page 53 of 53
Modalities
Structures
Legitimation
Norms
Signification
Interpretative
schemes
Domination
Knowledge claims
Traditions
Democracy & Laws
Authorities
iew
ev
rR
ee
rP
peer-00734532, version 1 - 23 Sep 2012
Table 1. Societal structures with the modalities used for analysis of data
Fo
ly
On
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
International Journal of Science Education
URL: http://mc.manuscriptcentral.com/tsed Email: editor_ijse@hotmail.co.uk