Journal
JOURNAL OF SCIENCE TEACHER EDUCATION
Volume 27, Issue 3, Pages 261-281Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1007/s10972-016-9458-3
Keywords
Perspective taking; Socioscientific reasoning; Socioscientific issues; Scientific literacy
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Functional scientific literacy demands an informed citizenry capable of negotiating controversial socioscientific issues (SSI). Perspective taking is critical to SSI implementation as it enables understanding of the diverse cognitive and emotional perspectives of others. Science teacher educators must therefore facilitate teachers' promotion of classroom environments that value diverse perspectives. The purpose of this theoretical paper is to propose the HARTSS model through which successful practices that promote perspective taking in the humanities, arts, and social sciences are identified and translated into socioscientific contexts, thereby developing an array of promising interventions designed for science teacher educators to foster perspective taking in current and future science teachers and their students.
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