A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning

Perspective taking is a critical yet tangled construct that is used to describe a range of psychological processes and that is applied interchangeably with related constructs. The resulting ambiguity is particularly vexing in science education, where although perspective taking is recognized as crit...

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Bibliographic Details
Published in:Science & education 2019-09, Vol.28 (6-7), p.605-638
Main Authors: Kahn, Sami, Zeidler, Dana L.
Format: Article
Language:English
Subjects:
Conceptual analysis
Education
History
Interpersonal Communication
Logical Thinking
Moral Values
Perspective Taking
Philosophy of Science
Reasoning
Science and Society
Science Education
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Summary:Perspective taking is a critical yet tangled construct that is used to describe a range of psychological processes and that is applied interchangeably with related constructs. The resulting ambiguity is particularly vexing in science education, where although perspective taking is recognized as critical to informed citizens’ ability to negotiate scientifically related societal issues, or socioscientific issues (SSI) via socioscientific reasoning (SSR), the precise nature of perspective taking remains elusive. To operationalize perspective taking, a theoretical conceptual analysis was employed and used to position perspective taking within the context of SSR. The resulting, more precise construct identified as socioscientific perspective taking (SSPT) requires engagement with others or their circumstances, an etic/emic shift in one’s viewpoint, and a moral context guided by conscience.
ISSN:0926-7220
1573-1901
DOI:10.1007/s11191-019-00044-2