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Students’ positions and considerations of scientific evidence about a controversial socioscientific issue

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Abstract

Efforts have been devoted to introduce in science curricula direct instruction for evaluating scientific reports on socioscientific issues. In this study, students’ opinions on the SSI of mobile telephones effects have been investigated before and after a classroom activity designed to enable students to assess scientific data. Aspects of the nature of science raised by students interpreting available contradictory research evidence and making personal decision on this SSI have also been documented. Results indicated the central role of considerations of scientific evidence in students’ decision making. Students tended to over-attribute significance to empirical processes in justifying viewpoints on the SSI of mobile phones and in suggesting how scientific disputes might be resolved.

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Notes

  1. The national debate on energy in France in 2005 has raised the question of the relevance to outfit a new generation of nuclear plants.

  2. On 23-02-2004, the French Minister of Agriculture suspended the marketing authorization for the Regent TS insecticide, manufactured by BASF Agro from fipronil, which is suspected of increasing the mortality rate of bees and endangering human health.

  3. An international conference on genetically modified organisms (GMOs) was held in Kuala Lumpur on 23-02-2004 in a context of fierce attacks on a technology described by some as a monstrosity and by others as a solution to world hunger.

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Acknowledgements

We would like to thank students who are training to be electronics technicians at the Institut Supérieur de l’Education et de la Formation Continue in Tunis, as well as their teacher for having agreed to participate in the study and to debate the potential danger of mobile telephones.

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  1. Toulouse EducAgro, ENFA, Castanet-Tolosan, 31326, France

    Virginie Albe

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  1. Virginie Albe
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Correspondence to Virginie Albe.

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Albe, V. Students’ positions and considerations of scientific evidence about a controversial socioscientific issue. Sci & Educ 17, 805–827 (2008). https://doi.org/10.1007/s11191-007-9086-6

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  • DOI: https://doi.org/10.1007/s11191-007-9086-6

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