The use of technoscientific controversies in school science education is relatively commonplace today and not particularly controversial. With a growing impact on national curricula, this programme acknowledges the close entanglement of science and engineering with politics and society and aims to draw on controversies in teaching to help prepare students for active participation in technoscientific debates and decision-making. In this paper we describe and reflect over a teaching experiment we have carried out at a Swedish upper secondary school where student engagement with controversies is both elaborated upon and partially redefined. Controversy mapping has emerged as a research-based model of student inquiry within higher education an educational version of actor-network theory dedicated to mobilizing digital tools and methods to visualize complex technoscientific issues contributing both to their further articulation and public legibility.
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Konow, T. Lindroos, Dating of lime mortar — Preparation of the sample, a challenge for the geologist and the mineral chemist, Iskos 11, Papers of the Medieval Europe Bruggeconference volume 10,
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