Learning to Reason in the Context of Socioscientific Problems

Exploring the demands on students in ‘new’ classroom activities

Åsa Mäkitalo, Anders Jakobsson and Roger Säljö

Åsa Mäkitalo, Christer Carlsson and Roger Säljö

The research reported here has been funded by the Knowledge Foundation and by the Swedish Research Council. Mäkitalo and Säljö are members of LinCS – The Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society. The chapter was written while the third author was a Finland Distinguished Professor at the Centre for Learning Research, University of Turku.

Deciphering the Anatomy of Scientific Argumentation

The Emergence of Science Literacy

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Emma Edstrand, Annika Lantz-Andersson, Roger Säljö and Åsa Mäkitalo

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Edited by Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt and Thuridur Jóhannsdóttir

Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out of a Nordic network of researchers. The research initiatives in the Nordic countries tend to avoid the more spectacular debates over the future of the educational institutions that tend to dominate and obscure discussions on education in the knowledge society, and which look to models of informal learning, whether in the “learning communities” of workplaces and families or in the new socio-technical spaces of the Internet, as a source of alternative educational strategies. Rather, Nordic researchers more modestly ask whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing, which, at least rhetorically, underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century.

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Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt and Thuridur Jóhannsdóttir

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Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt and Thuridur Jóhannsdóttir

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Géraldine Fauville, Annika Lantz-Andersson, Åsa Mäkitalo, Sam Dupont and Roger Säljö