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Children’s use of repertoires to engage with socioscientific issues

January 1, 2014 | Public Programs, Informal/Formal Connections
The premise underlying this paper by Byrne, Ideland, Malmberg, and Grace is that citizenship should not be regarded as a privilege — and responsibility — only of adulthood. Children, too, can be actively engaged as citizens. In their study, Byrne and colleagues examined the interpretive repertoires of children engaged in discussions about socioscientific issues. They found that the children used productive argumentation to negotiate complex issues and propose solutions.

TEAM MEMBERS

  • 2014 10 22 Heather KING
    Author
    King's College London
  • Citation

    Resource Type: Research Brief
    Discipline: Education and learning science | General STEM | History/policy/law
    Audience: Elementary School Children (6-10) | General Public | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Informal/Formal Connections | K-12 Programs

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