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Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy
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Shea, Nicole Anne. Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy. Retrieved from https://doi.org/doi:10.7282/T3RX9945

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TitleInvestigating the role of content knowledge, argumentation, and situational features to support genetics literacy
NameShea, Nicole Anne (author); Duncan, Ravit Golan (chair); Hmelo-Silver, Cindy (internal member); Chinn, Clark (internal member); Jordan, Rebecca (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2013
Other Date2013-10 (degree)
SubjectEducation, Content (Psychology), Self-knowledge, Theory of, Literacy, Judgment
Extentxi, 196 p. : ill.
DescriptionScience curriculum is often used as a means to train students as future scientists with less emphasis placed on preparing students to reason about issues they may encounter in their daily lives (Feinstein, Allen, & Jenkins, 2013; Roth & Barton, 2004). The general public is required to think scientifically to some degree throughout their life and often across a variety of issues. From an empirical standpoint, we do not have a robust understanding of what scientific knowledge the public finds useful for reasoning about socio-scientific issues in their everyday lives (Feinstein, 2011). We also know very little about how the situational features of an issue influences reasoning strategy (i.e., the use of knowledge to generate arguments). Rapid advances in science - particularly in genetics - increasingly challenge the public to reason about socio-scientific issues. This raises questions about the public’s ability to participate knowledgeably in socio-scientific debates, and to provide informed consent for a variety of novel scientific procedures. This dissertation aims to answer the questions: How do individuals use their genetic content knowledge to reason about authentic issues they may encounter in their daily lives? Individuals' scientific knowledge is a critical aspect of scientific literacy, but what scientific literacy looks like in practice as individuals use their content knowledge to reason about issues comprised of different situational features is still unclear. The purpose of this dissertation is to explore what knowledge is actually used by individuals to generate and support arguments about a variety of socio-scientific issues, and how the features of those issues influences reasoning strategy. Three studies were conducted to answer questions reflecting this purpose. Findings from this dissertation provide important insights into what scientific literacy looks like in practice.
NotePh.D.
NoteIncludes bibliographical references
Noteby Nicole Anne Shea
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3RX9945
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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