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Public participation of an environmental dispute: implications for science education

Tytler, R.; Duggan, S.; Gott, R.

Authors

R. Tytler

S. Duggan

R. Gott



Abstract

The paper, which reports the findings of a case study of an environmental dispute, focuses on the role of the key players and the way in which they interacted with the underlying science. A model is proposed that lays out some of the dimensions of the complexity of public involvement, of the understandings of the science pertinent to such socio-scientific issues, and of the way knowledge of science is represented and disseminated in such issues. The analysis focuses on the value of local knowledge in framing and engaging with the issue, on the distinction between generative and evaluative engagement, and on the type of knowledge that proved central for engagement. The implications for science education and notions of scientific literacy are discussed.

Citation

Tytler, R., Duggan, S., & Gott, R. (2001). Public participation of an environmental dispute: implications for science education. Public Understanding of Science, 10(4), 343-364. https://doi.org/10.1088/0963-6625/10/4/301

Journal Article Type Article
Publication Date Oct 1, 2001
Deposit Date Oct 14, 2008
Journal Public Understanding of Science
Print ISSN 0963-6625
Electronic ISSN 1361-6609
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 10
Issue 4
Pages 343-364
DOI https://doi.org/10.1088/0963-6625/10/4/301

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