The European Educational Researcher

A Critical Analysis of the Democratic Argument for Teaching Science: The Case of Cell Phones

George Kaliampos 1 * ,
Konstantinos T. Kotsis 2,
Athina C. Kornelaki 2
1 University of Nicosia2 University of Ioannina* Corresponding Author
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The European Educational Researcher, Volume 6, Issue 2, June 2023, pp. 3-17
OPEN ACCESS VIEWS: 1054 DOWNLOADS: 760 Publication date: 15 Feb 2023
ABSTRACT
A number of diverse arguments have been proposed by researchers of science education regarding the reason science should be taught in schools. These arguments inevitable play a key role in the curriculum designed by policy makers. The present study turns its attention into the democratic argument and tries to explore its validity through a distinct socio-scientific issue that citizen is likely to come across in their everyday life, that of radiation emitted from cell phones. In particular, it tries to study the required knowledge of physics that will enable individuals to deal with the emission of radiation from cell phones in an effective way. Moreover, drawing from sharp conflicts that have arisen during the last years around the world between citizens and cell phone companies regarding the installation of cell towers within residential areas, it tries to record information about different places in the world where the cell phone controversy has made headline news.
KEYWORDS
democratic argument, science education, cell phones
CITATION (APA)
Kaliampos, G., Kotsis, K. T., & Kornelaki, A. C. (2023). A Critical Analysis of the Democratic Argument for Teaching Science: The Case of Cell Phones. The European Educational Researcher, 6(2), 3-17. https://doi.org/10.31757/euer.621
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