News: Nov 05, 2014
The introduction of controversy mapping as a form of digital inquiry in the field of education is a new invention. This project sets out to trace its transformation from its sociogenesis in science and technology studies to the field of education. The project will also empirically study the implications and tension it creates when applied in upper secondary school among teachers and students engaged with socioscientific issues where several argumentative positions are possible and different interests have a stake in the outcome of deliberations.
Learning to engage with science and technoscientific issues in a digital landscape: The arrival of controversy mapping as a method for digital inquiry in Swedish upper secondary school.
Åsa Mäkitalo (project leader), Mark Elam , Åke Ingerman, Anne Solli and Gerd Johansen