Science Education Seminar Series (SENSE). Scientific Literacy for Citizenship

Welcome to the Science Education Seminar Series! This seminar series aims to make sense of current issues and challenges in science teaching and learning. 

Illustrasjonsfoto. modern architecture.

(illustration photo by Michael Isles/ Unsplash).

This event is part of the master course NATDID4001 Naturfagene, forskning og skole and hosted by the Department of Teacher Education and School Research.

The seminar is free and open to all. To register, please go to nettskjema.

About the seminar

It is widely accepted that to be scientifically literate one needs to have the ability to make thoughtful decisions about socioscientific issues (SSI). This seminar offers a general framework for examining the science dimension of controversial SSI. Eight specific content-transcending topics to be emphasized in science education are proposed. The topics are grouped under the headings science as a social process, limitations of science, values in science, and critical attitude. Each topic is explored, and it is argued that knowledge of the topics can serve as tools for students' examination of science-related claims in controversial socioscientific issues. The underlying perspective here is empowerment and the needs of students as lay people. The need of society as a whole for decisions to be made on a broad and firm basis is nevertheless also included. The main reason for suggesting the eight content-transcending topics is to provide focal points for the future development of teaching models aimed at science education for citizenship.

The presentation will be in Norwegian and followed by Q and A session.

About the speaker

Stein Dankert Kolstø is a Professor of Science Education at the University of Bergen and is an Honorary Research Fellow at the University of Oxford.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.


Published Aug. 29, 2022 7:00 PM - Last modified Nov. 25, 2022 12:58 PM