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Identities, social representations and critical thinking.

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Title: Identities, social representations and critical thinking.
Authors: López-Facal, Ramón1, Jiménez-Aleixandre, María2 ddmaleix@usc.es
Source: Cultural Studies of Science Education. Sep2009, Vol. 4 Issue 3, p689-695. 7p. 1 Chart.
Subject Terms: *Group identity, *Critical thinking, *Social conditions of students, *Reasoning, Collective representation, National character, Nationalism, Identity (Psychology), Debate
Geographic Terms: Europe
Abstract: This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities; on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications for developing critical thinking and for dealing with SSI in the classrooms are outlined. [ABSTRACT FROM AUTHOR]
Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Identities, social representations and critical thinking.
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  Data: <searchLink fieldCode="JN" term="%22Cultural+Studies+of+Science+Education%22">Cultural Studies of Science Education</searchLink>. Sep2009, Vol. 4 Issue 3, p689-695. 7p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+conditions+of+students%22">Social conditions of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Reasoning%22">Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+representation%22">Collective representation</searchLink><br /><searchLink fieldCode="DE" term="%22National+character%22">National character</searchLink><br /><searchLink fieldCode="DE" term="%22Nationalism%22">Nationalism</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Debate%22">Debate</searchLink>
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  Data: This comment on L. Simonneaux and J. Simonneaux paper focuses on the role of identities in dealing with socio-scientific issues. We argue that there are two types of identities (social representations) influencing the students’ positions: On the one hand their social representations of the bears’ and wolves’ identities as belonging to particular countries (Slovenia versus France for bears, France and Italy for wolves), in other words, as having national identities; on the other hand representations of their own identities as belonging to the field of agricultural practitioners, and so sharing this socio-professional identity with shepherds and breeders, as opposed to ecologists. We discuss how these representations of identities influenced students’ reasoning and argumentation, blocking in some cases the evaluation of evidence. Implications for developing critical thinking and for dealing with SSI in the classrooms are outlined. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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