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An important task of science education is to contribute to the judgement of meaning and significance of scientific progress and future perspectives. It is widely agreed that students should be able to deal with scientific innovations and to utilize them in a critical and responsible way. Our previous studies have revealed shortcomings in cognitively demanding classroom discussions and a lack of critical thinking and re-flection processes. This research project explored features of critical thinking in class-room discussions referring to existing concepts of critical thinking and empirical studies. In cooperation with secondary schools, six interdisciplinary teacher tandem groups (biology and history or philosophy) participated in the project. The tandem worked with a commonly defined frame topic based on the socio-ecological concept. For this study, classroom discussions were videotaped and analysed as regards con-tent and process. The analysis demonstrated an active participation of the students which (comparing the cases) clearly featured different interaction patterns. The codification of the discussions as regards content has shown that the facts of the cases within the classroom discussions were to a great extent restricted to problem analysis. Meanwhile suggestions for solutions and evaluation did not capture much importance. The analytical emphasis delved into an analysis of content which lead into in-sights of how students brought forward arguments of the role and importance of science and humanities within our society.
Publikationen
Hofer, Kurt & Balz Wolfensberger (2006): Fächerübergreifender Unterricht am Gymnasium am Beispiel eines sozio-ökologischen Unterrichtsprojektes zu den neuen Biotechnologien. In: Zeyer, Albert & Monika Wyss (Hg.). Interdisziplinarität im Unterricht auf der Sekundarstufe II. (Berichte aus Praxis und Forschung; Bd.3). Zürich: Verlag Pestalozzianum. S.86-114.
Wolfensberger, Balz, Kurt Hofer & Regula Kyburz-Graber (2006): Schülerinnen und Schüler debattieren über Biotechnologien – Eine Fallanalyse von Klassengesprächen über ein Thema im Schnittbereich von Naturwissenschaften und Gesellschaft. In: Werner Riess & Heino Apel (Hg.). Bildung für eine nachhaltige Entwicklung – aktuelle Forschungsfelder und –ansätze. Wiesbaden: VS Verlag für Sozialwissenschaften. 33-49.
Wolfensberger, Balz & Regula Kyburz-Graber (2005): Klassengespräche zu sozio-ökologischen Themen an der Schnittstelle zwischen Naturwissenschaften und Gesellschaft – eine Videostudie. In: Marcus Schrenk & Waltraud Holl-Giese (Hg.). Bildung für nachhaltige Entwicklung. Ergebnisse empirischer Untersuchungen. Hamburg: Kovac. 113-129.
Kyburz-Graber, Regula, Balz Wolfensberger, Kurt Hofer, Rosanna Pangrazzi, Alex Dübendorfer, Claudia Canella & Ursula Peter (2004): Naturwissenschaften im sozialen Kontext. Eine Untersuchung zur Re-Orientierung des naturwissenschaftlichen Unterrichts an Gymnasien am Beispiel des Biologieunterrichts. Wissenschaftlicher Schlussbericht zum Nationalfondsprojekt Nr. 1114-065117.01. Zürich: HLM Universität Zürich. [CD-ROM-Publikation]
Kyburz-Graber, Regula, Balz Wolfensberger & Kurt Hofer (2003b): Classroom discourse on socio-ecological issues. Paper presented at the NAAEE 32 Annual Conference 'Thinking Globally while Acting Culturally'. Anchorage, Alaska, October, 7. - 11., 2003.
Kyburz-Graber, Regula, Balz Wolfensberger & Kurt Hofer (2003a): Developing critical thinking in environmental education. A video study of classroom discussions on socio-ecological issues in secondary schools. Paper presented at ESERA conference "Research and the Quality of Science Education". Nordwijkerhout, The Netherlands, August, 19. - 23., 2003. [CD-ROM-Publikation]
Kyburz-Graber, R; Hofer, K; Wolfensberger, B (2006). Studies on a socio-ecological approach to environmental education – a contribution to a critical position in the education for sustainable development discourse. Environmental Education Research, 12(1):101-114.
