White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Controversial issues in science education for functional scientific literacy: A case study of an implemented curriculum in Cyprus Science classrooms

Lymbouridou, Chrystalla (2011) Controversial issues in science education for functional scientific literacy: A case study of an implemented curriculum in Cyprus Science classrooms. PhD thesis, University of Sheffield.

Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (2609Kb)


This study has been designed to provide and interpret information from classroom based practice about the implementation of controversial issues in the science curriculum and relate it to the discussion about conceptual frameworks that situate controversial issues in science education. Since no tools were available from the science education research area to fulfil the methodological aims stated above, the study has taken a methodological orientation which resulted in the selection and modification of Schellens’ (1985) argument typology scheme alongside Peirce’s (1905) classification of the sciences to describe the epistemic part of the lesson, and to the selection of Walton’s and Crabbe’s (1995) typology of argumentative dialogues to describe the dialectical context. The application of argument schemes was successful and it has enabled the description of the epistemic practices as situated in dialectical practice. The analysis has revealed the basic structural components in which the complexity of the discussion is built, consequences, needs (ends) and rules, and how these have been used within discussions: either to ground decisions about an issue, or to explain or evaluate societal agents’ and own selves’ actions, desires, decisions, views and positions, or own intentions towards a personal stated dilemma. Furthermore, they have revealed the instances in which each discipline, like Ethics, Natural Sciences, Psychology, and Sociology, had taken place. The results indicate an intersection of the disciplines and provide valuable information about how implementing controversial issues in the science curriculum might be related to enhancing thoughtful decision making, humanizing the science curriculum, or focusing on epistemological issues.

Item Type: Thesis (PhD)
Keywords: controversial socioscientific issues, science education, argumentation, argument schemes, citizenship,moral education, argumentative talk analysis
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.557442
Depositing User: mrs Chrystalla Lymbouridou
Date Deposited: 23 Aug 2011 11:16
Last Modified: 27 Apr 2016 13:33
URI: http://etheses.whiterose.ac.uk/id/eprint/1602

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)