ASERA-SSI

**Interested in the debates on approaches to socioscientific issues in school science? **Then please participate in the //[|Pre-conference Meeting]//of researchers exploring this exciting domain.
 * ON CONFERENCE 2011 WEBSITE first page **

**ON LINKED PAGE **
 * PRE-CONFERENCE MEETING FOR RESEARCHERS INTERESTED IN SOCIOSCIENTIFIC ISSUES **

Researchers in science education are invited to attend a pre-conference meeting at the University of South Australia on Wednesday 29 June. The meeting will be convened by Dr Clare Christensen (Griffith University) and Assoc Prof Debbie Heck (Uni of Sunshine Coast) **Location: **Bradley Forum, Level 4. City West Campus, University of South Australia **Date: **Wednesday 29 June **Time: **9 am – 3 pm  **Cost: **$25 for lunch, morning & afternoon teas **How to register: **Please register for the meeting by <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt 54pt; text-indent: -36pt;">(1) Circling YES on the conference registration form at the item “Pre-conference meeting” AND <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt 54pt; text-indent: -36pt;">(2) Send a separate email to Clare (clare.christensen@griffith.edu.au) and Debbie (dheck@usc.edu.au) to say you will attend.

We welcome researchers to join this growing network of science educators in our third such ASERA gathering. At ASERA 2010 a committee was formed to facilitate on line discussion and future meetings. This ASERA 2011 meeting will begin with sharing of practice & research involving socioscientific issues. Following this the program will include discussion of the following focus questions. We will be joined by leading researchers in the UK, Canada & Portugal via Skype and the use of podcasts.

Suggestions to convenors are very welcome re further questions or other items/activities to be included.


 * Focus questions**
 * 1) How do science educators define 'citizenship' and the role of science education in this?
 * 2) To what extent should we 'humanize' the science curriculum by including SSIs?
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What is the role of concept knowledge in decision making on SSIs? Does focussing on concept knowledge undermine engagement with science-society dimensions?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">How are sociopolitical activism and SSIs related?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Can SSIs become reifications of reality or knowledge commodities, separated from action?
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">What data sources should students use in discussing SSIs? Is there a place for student-led primary research?
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">On what grounds do we choose SSIs for inclusion in school science? Should this include consideration of public good?
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">How might actor network theory inform our understanding of complex SSIs?
 * 9) <span style="font-family: Arial,Helvetica,sans-serif;">What is the relation between science curricula and SSIs? Can SSIs be included but still exclude social issues?
 * 10) <span style="font-family: Arial,Helvetica,sans-serif;">What is the positioning of SSIs in the draft Australian national curriculum? How is this likely to be enacted by science teachers?

<span style="font-family: Arial,Helvetica,sans-serif;">[ My suggestions for the two questions above that came from my previous posts about this are, as follows: Q4: This question may be better worded to be 'To what extent should educators encourage and enable students to take sociopolitical action(s) to address SSIs?' Q5: I would re-word this question to: 'To what extent can SSIs become reifications of reality, separated from the 'realities' of a complex world?' Overall, it may be that there are too many questions. I imagine you would want one question per sub-group working on them. I think Q1 and Q4 are, for example, quite related. Perhaps having larger 'themes,' with just a few more specific related questions for each one would work well. One theme could be 'citizenship' and include Q4 and others. Another might be 'subject-matter knowledge' (or, simply, 'content'), etc. - Larry ]

//Following above comments & emails from Larry & Ralph, I agree re too many questions & need for themes, so have attempted this below. As usual please add/amend etc. freely...I feel the curriculum questions are a bit weak? Also I think we need a theme re discourse because argumentation is currently a strong focus.....(Clare)//

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Themes ** //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Citizenship and science education // <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">How do science educators define citizenship? What is the purpose of adopting this goal for science education? On what grounds do we choose SSIs? Should this include consideration of public good?

//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">The role of concept knowledge // <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">How might we broaden the context of science to include SSIs without losing the distinctiveness of science from the humanities? As this distinctiveness can be described in terms of both ontology and epistemology the role of concept knowledge is central but also problematic. ((Can science be the decisive arbiter on people's decisions regarding a socio-scientific issue? - Pedro))

//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">SSIs and socio-political action // <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">To what extent should educators encourage and enable students to take sociopolitical action(s)? How can we prevent SSIs from becoming reifications, separated from the 'realities' of a complex world? Is there a place for student-led primary research? ((Which citizenship skills must students develop and learn in order to participate in socio-scientific decision-taking? - Pedro))

//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">SSIs and the curriculum – who chooses and why? // <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">How are SSIs framed in the draft Australian curriculum? How might this be interpreted by teachers?

//<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">Science as argumentation //<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;"> - Is this an appropriate approach to SSIs? ((How can teachers help students to separate facts and values in their argumentation regarding socio-scientific issues? - Pedro))

//<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">SSIs and science classroom discourse //<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;"> - Challenges to the traditional roles of teacher and student

<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">http://typewith.me/eONNbCbfZQ

ASERA SSI Research and Education

These themes and questions may be considered

Themes Citizenship and science education How do science educators define citizenship? What is the purpose of adopting this goal for science education? On what grounds do we choose SSIs? Should this include consideration of public good? What is the role of values and how are citizenship skills developed in science education? What is the role of citizenship in different political contexts (e.g., democracy)?

The role of science concept knowledge What is the role of science concept knowledge in the discussion of SSI education? How do we maintain the exploration of science concept knowledge while exploring the multidisciplinary aspects of SSIs? Can science and or values be the decisive arbiter on people's decisions regarding a socio-scientific issue?

SSIs and socio-political action To what extent should educators encourage and enable students to take sociopolitical action(s)? What kinds of actions might students take? What is the role of values and how are citizenship skills developed in science education? Is there a place for student-led primary research in exploring SSI knowledge?

SSIs and the curriculum – who chooses and why? How are SSIs framed in curriculum documents? What are the opportunities and constraints for the exploration of SSI in science education?

SSIs and science classroom discourse How do SSIs challenge the relationship between student and teacher in classroom discourse? What are roles for argumentation principles in SSI discourse?

ASERA SSI Programme **PRE-CONFERENCE MEETING FOR RESEARCHERS INTERESTED IN SOCIOSCIENTIFIC ISSUES** Researchers in science education are invited to attend a pre-conference meeting at the University of South Australia on Wednesday 29 June. The meeting will be convened by Dr Clare Christensen (Griffith University) and Assoc Prof Debbie Heck (Uni of Sunshine Coast) **Location:** City West Campus, University of South Australia **Date:** Wednesday 29 June **Time:** 9.00 am – 3.00 pm **Cost:** $25 for lunch, morning & afternoon teas We welcome researchers to join this growing network of science educators in our third such ASERA gathering. At ASERA 2010 a committee was formed to facilitate on line discussion and future meetings. This ASERA 2011 meeting will begin with sharing of practice & research involving socioscientific issues. Following this the program will include discussion of the following focus questions. We will be joined by leading researchers in the UK, Canada & Portugal via Skype and the use of podcasts. 8.45 Registration and Coffee

**June 13/14 FINAL DRAFT OF PROGRAM FOR June 29 ASERA meeting** 9.00 Welcome and Introductions (Clare) History of the development of the SSI research group and progress over time. (Clare) Sharing experiences - Participants introduction using Know Want to know re teaching/research (Larry) Placemat Method [|www.ashleesmith.com/wp-content/uploads/.../Placemat-Strategy.doc]

Group idea = shared interests/concerns 10.30 Morning tea 11.00 //Blood Diamonds SSI Case// Larry will give an overview of the case of 'blood diamonds,' using a PowerPoint™ slide presentation ([|Bencze_SSI4@ASERA_BloodDiamonds.ppt]) for the case. The point of the case is to provide a brief introduction to conflicting positions with regards to the diamond industry. After presenting both sides of the issue, I will ask participants to consider how this represents an SSI in terms of disagreements about some STSE relationships (refer to: [|STSEModel.gif]). Afterwards, a handout ([|SSIcase_BloodDiamonds.pdf]) summarizing potential problems with the diamond industry will be given to participants. This case should not, necessarily, be thought of as a teaching tool, as it stands. Once participants understand some issues surrounding diamonds from this case, they will be invited - from 11:30 onwards - to discuss how it could be used in teaching, in light of each of our themes below. They can, for instance, discuss the potential role of science content knowledge with regards to various STSE issues relating to 'blood diamonds.' Overview of next session (Debbie) - themes as lenses 5 themes (on handout) - //Using this case how would apply each of the following lenses to the issue?// 11:30 -12.30 Short introduction to theme & issues (Clare/Deb/Kathy) Divide into 2 groups for discussion. Group to keep notes on paper charts. **Citizenship and science education (Ralph) -** Clare to lead.How do science educators define citizenship? What is the purpose of relating to this goal in science education? On what grounds do we choose SSIs? Should this include consideration of public good? What is the role of values and how are citizenship skills developed in science education? 12.30 - 1.00 Lunch (Will be delivered to room) 1 -1.15 - Report back from previous session - main 3 points discussed (recorded on chart paper) 1.15-2.15 Break into 3 groups. Groups to keep notes on paper charts. **The role of science concept knowledge (Clare)**  What is the role of science concept knowledge in the discussion of SSIs? How do we maintain the exploration of science concept knowledge while including the multidisciplinary aspects of SSIs? Can science and/or values be the decisive arbiter on people's decisions regarding a socio-scientific issue? **SSIs and socio-political action (Larry)**   To what extent should educators encourage and enable students to take sociopolitical action(s)?What kinds of actions might students take? Is there a place for student-led primary research in exploring SSI knowledge? Here is a draft of my presentation ([|Bencze_SSI-ASERA2011_Activism.mov]) [NOTE: The PowerPoint™ slide show was too big to upload here; so, I converted to a QuickTime™ movie).   **SSIs and science classroom discourse (Debbie)**    How do SSIs challenge the relationship between student and teacher in classroom discourse? What is the role of argumentation in SSI discourse? How can school organisation be challenged to promote a discourse of inter-disciplinarity?
 * SSIs and the curriculum – who chooses and why? (Pedro) -** Debbie to lead, Kathy re National Curriculum.How are SSIs framed in curriculum documents? What are the opportunities and constraints for the exploration of SSI in science education?

2.15 Whole group reassembles, summary charts on walls. Then go back to KWL charts with original group. Discussion re future plans?

3.00 Close **Meeting June 13/14 some agenda items (Clare)** **Outcomes from the day - what do we want?** A good test of our ideas, extent to which themes have currency within existing participants in SSIs, leading to book Opportunity for scholarly conversation, introduction to SSIs for PhD students and curious others Fairly individual process of learning **Plan for future** Testing of ideas, conversation, no need to discuss plan for book Seek other ideas for how to continue interest group **Powerpoint of themes & questions -** not needed **Handouts e.g. bibliography?** one page, including program, themes & questions **Blood diamonds case outline** **Meet for dinner on Tuesday 28?**