1. s.m.mork@ils.uio.no http://viten.no Sonja M. Mork & Doris Jorde University of Oslo Sonja M. Mork & Doris Jorde University of Oslo Using information technology and controversy to promote discourse in science teaching

2. s.m.mork@ils.uio.no http://viten.no Discourse and controversy in science teaching Thought and language Community of learners Talking science The nature of science - science as a process Participation in a democracy

3. s.m.mork@ils.uio.no http://viten.no The Viten web-site http://viten.no Learning Management Content System (LMCS) Consists of: –Teaching programs in science and mathematics for grade 8-12 –Teacher guidance implemented in programs –Electronic workbook for students –Teacher-access to evaluate and comment students’ workbooks

4. s.m.mork@ils.uio.no http://viten.no Viten teaching programs: Are connected to the Norwegian national curriculum Provide a knowledge-base with a variety of student activities Focus on the importance of a closing activity Encourage discourse Combine online and offline activities Teach about: –Scientific issues and the nature of science –Scientific literacy –Education for citizenship in a scientific context –Decision-making on scientific issues –Evaluating the presentation of science in the media

5. s.m.mork@ils.uio.no http://viten.no The wolf program consists of: 1Introduction 2Wolves and humans 3Facts about wolves 4Wolves and other species 5Solutions to the conflict 6Attitudes towards wolves Closing activity: offline debate

6. s.m.mork@ils.uio.no http://viten.no Aims for the wolf program Engage students to talk science and construct arguments in pairs and in a debate context. Let students learn about fundamental ecological ideas including food chains and webs, predator- prey relations and ecological management. Let students learn about different viewpoints in a socio-scientific controversy in the Norwegian society.

7. s.m.mork@ils.uio.no http://viten.no Research questions What is the nature of students’ argumentation on a controversial issue in an offline classroom debate? What is the nature of the teacher’s role in the offline debates?

8. s.m.mork@ils.uio.no http://viten.no Sample and procedure 23 students from a Norwegian class, age 14-15 4 lessons on the web-based part of the wolf program 1 lessons for preparation of debate 1 lesson for actual debate Individual pre-tests, post-tests and follow ups Video recordings from offline classroom debates

9. s.m.mork@ils.uio.no http://viten.no Offline classroom debates “Should we have wolves in the Norwegian wilderness or not?” Role plays where student groups represented different organisations Three groups for wolves and three groups against Each debate organised as a panel with two opposing groups. Students in audience had permission to ask questions and give comments The teacher had an active role as a moderator

10. s.m.mork@ils.uio.no http://viten.no Arguments were categorised as: 1Biological arguments 2Social arguments 3Economic arguments 4Political arguments Comments

11. s.m.mork@ils.uio.no http://viten.no Different types of arguments used in the debates

12. s.m.mork@ils.uio.no http://viten.no Example of biological arguments used in the debate “The wolves are in danger of going extinct, and the sheep are not.” “Yes, the so-called wolf zones, I think they will fail. Because it is a fact that wolves wander, and then they will wander to the old places wouldn’t they? But of course, they have territories, I know that, but then there are these ”vagabond”-wolves that part from the flock and wander freely. Then it creates a family with another wolf that it meets, you know? And then you have another flock. And this is not in the same territory and not in the wolf zone. It can move to another place can’t it?”

13. s.m.mork@ils.uio.no http://viten.no Example of social arguments used in the debate “Wolves might bite our dogs, and we don’t like that.” “Yes, the Norwegian Association for farmers; why…… the Swedish farmers they make an effort to avoid that wolves kill sheep. But Norwegian farmers do not, for instance they (the Swedish farmers) have big areas that they fence with electric wires, so when the wolves try to get over, they can’t, and then the wolves get respect (for the fence) and stay away. Why shouldn’t Norwegian farmers do something? They just let their sheep out and expect that they are coming back. It is obvious that predators will catch another animal that isn’t very good at running etc. Why shouldn’t Norwegian farmers try to do something about wolves killing their sheep? You only sit on your asses and want the wolves shot…….”

14. s.m.mork@ils.uio.no http://viten.no Use of arguments from the wolf program in the debates

15. s.m.mork@ils.uio.no http://viten.no Teacher contributions Teacher: “To interrupt you a bit here, how many wolves do you mean that we should have in Norway? How many wolves do you (N-group) mean that we should have? Realistically?” Student N4: “Between 1000 and 500, because we must have about 500 animals to get a viable flock in a way….” Teacher: “What do you actually mean by viable flock?” Student N4: “Yes, not flock, but in a way the whole.…” Teacher: “Stock?” Student N4: “Yes”

16. s.m.mork@ils.uio.no http://viten.no Conclusions The Viten program about wolves was successful in meeting its aims of getting students to construct arguments and engage in socio-scientific issues in an argumentative style The teacher plays an important role in management of the debate, and guiding the students in the social construction of knowledge