Arguing about Synthetic Biology in 140 Characters or Less: Affordances of Microblogging for High School Students Discussions of Socioscientific Issues
Arguing about Synthetic Biology in 140 Characters or Less: Affordances of Microblogging for High School Students Discussions of Socioscientific Issues
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140字以内争论合成生物学：高中生微博的可供性 社会科学问题的讨论
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Y. Kafai
中科院分区：
文献类型：
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作者：
Mia S. Shaw;Justice T. Walker;Y. Kafai
随着合成生物学变得越来越普遍，人们呼吁批判性地、公开地评估此类技术的好处和风险。像 Twitter 这样的微博有潜力让公民参与有关此类问题的公民讨论，但由于党派行为和长度限制也带来了挑战。鉴于社交媒体在年轻人生活中的重要性，我们在一项探索性研究中检验了将 140 个字符的限制纳入受众响应系统是否支持高中生在合成生物学研讨会上关于社会科学问题的论证。在分析学生的匿名在线回答、工作表和观察后，我们发现学生产生了不同的评价性主张，并在评估同伴的主张时使用基于论证的理由并权衡反驳论点。在我们的讨论中，我们解决了微博在支持学生对合成生物学社会科学问题进行论证方面的可供性和限制。
As synthetic biology becomes more prevalent, there is a call to critically and publicly evaluate the benefits and risks of such technologies. Microblogs like Twitter have the potential for engaging citizens in civic discourse about such issues but also pose challenges due to partisan behaviors and length limitations. Given the saliency of social media in young people’s lives, we examined in an exploratory study whether integrating a 140-character limit within an audience response system supported high school students’ argumentation about socioscientific issues during a synthetic biology workshop. After analyzing students’ anonymous online responses, worksheets, and observations, we found that students generated diverse evaluative claims as well as used argument-based rationales and weighed counter arguments when assessing their peers’ claims. In our discussion, we address the affordances and constraints of microblogging in supporting students’ argumentation of socioscientific issues about synthetic biology.