Using our Heads and HARTSS: Developing Perspective-Taking Skills for Socioscientific Reasoning (Humanities, ARTs, and Social Sciences)

Sami Kahn · Dana Lewis Zeidler

89 citations0/0 files storedJournal of Science Teacher Education

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Science Education and Pedagogy Educator Training and Historical Pedagogy Evolution and Science Education

Abstract

Functional scientific literacy demands an informed citizenry capable of negotiating controversial socioscientific issues (SSI). Perspective taking is critical to SSI implementation as it enables understanding of the diverse cognitive and emotional perspectives of others. Science teacher educators must therefore facilitate teachers’ promotion of classroom environments that value diverse perspectives. The purpose of this theoretical paper is to propose the HARTSS model through which successful practices that promote perspective taking in the humanities, arts, and social sciences are identified and translated into socioscientific contexts, thereby developing an array of promising interventions designed for science teacher educators to foster perspective taking in current and future science teachers and their students.

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References

1985Does the autistic child have a “theory of mind” ?2003The Uses of Argument 2013Next Generation Science Standards: For States, By States 1984Caring: A Feminine Approach to Ethics and Moral Education 2013Handbook of Research on Science Education 2004The Functional Architecture of Human Empathy 2007Handbook of socialization: theory and research 1992The altruism question: toward a social-psychological answer

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