SSIs+and+socio-political+action

**SSIs and socio-political action**

Here are some ideas about my part of the presentations of our themes. I tend to work to deadlines and in contexts and, so, what appears here may not be exactly what I end up actually 'delivering' in the moment. I plan to produce a slide set (PowerPoint™). I prefer graphics over text in those. I will try to mimic this here:


 * Presentation 'Script' **

//The Meaning of SSIs//

My assumption is that 'socioscientific issues' (SSIs) are, essentially, differences of opinion regarding the merits of relationships amongst fields of science and technology and societies and environments (STSE).

As illustrated at right, STSE relationships can be perceived as 'positive,' 'negative' or 'neutral,' but not everyone agrees about these designations. Time benefits from use of jet liners, for instance, is viewed by some as superior to any harms to environments caused by them. Others might disagree.

//Progress in SSI Education//

Much progress has been made in raising the profile of SSIs in educational circles. But, implementation in schools appears to be limited to encouraging students to establish personal positions on them; that is, limited to Hodson's (2003) third level of sophistication of SSI/STSE education: Rarely are students asked to take 'concrete' actions to address SSIs. //The Need and Nature of Activism to Address SSIs// Some forms of action that students could take are illustrated at right. There are many reasons to promote a more activist society through science education, including: Response from Clare Larry, this gives a good overview re activism & I agree re use of graphics. I am interested in the rationale and what you mean by social epistemology. Can also see that concept knowledge doesn't really fit into the framework, but am interested in your view of its role or how it might be related in classroom discussions; what have been students' attitudes to it in your courses? As I've noted Layton's PUS studies showed it to be a 'peripheral player', but I wonder if this reflects traditional approaches to teaching it? Response from Larry Hi Clare. Social epistemology refers, broadly, to theories of knowledge that construe all forms of knowledge and processes for developing it as social. I think wikipedia's entry on this is reasonable. I use it here to emphasize that my actions for others might help me because everyone else (and other actants) are connected to me, more or less. As for content links to activism, I guess my best, quick response, is that I have developed the STEPWISE framework for linking common curriculum goals/domains and content (what I call "Products") is one important component.
 * 1) Appreciating the societal impact of scientific and technological change, and recognizing that science and technology are, to some extent, culturally determined.
 * 2) Recognizing that decisions about scientific and technological development are taken in pursuit of particular interests, and that benefits accruing to some may be at the expense of others. Recognizing that scientific and technological development are inextricably linked with the distribution of wealth and power.
 * 3) Developing one’s own views and establishing one’s own underlying value positions.
 * 4) Preparing for and taking action [to address SSIs] (p. 655).
 * Seriousness of potential problems;
 * Promotion of 'deeper' learning;
 * Promotion of more 'meaningful' learning;
 * Self-interest, due to social epistemology;
 * Free from hegemonic control of experts and corporations;
 * Learning about the 'nature of' SSIs/STSE.
 * Citizen actions have been successful.