In a previous study, more than 200 student teachers have provided their written reflections on various arguments for knowledge and literacy in natural sciences, often situating these in relation to their own school experiences. Many of them believe that scientific literacy is necessary, particularly for dealing with social issues related to nature and the environment. Also, many of them have missed – and are now requesting – democratic arguments in science education, describing current methods of science education as difficult, boring, and old-fashioned. They are surprised to see that scientific literacy and education can be motivated for democratic purposes, but they also report experiencing a clash between democracy and science with regard to both content and educational methods. These findings got me interested in starting my thesis-work concerning ways to include democratic aspects in science education. The lack of democracy aspects in science education and the contrast between subject matter and democracy form the starting point of this contribution, which problematises the relationship between teachers’ two main tasks: teaching subject matter and fostering democratic citizens. Supported by research into the importance of dialogue for education in both subject matter and democratic competence, I propose that dialogue-based efforts could help bridge the gap between subject matter and democracy in science education. By democracy, I primarily refer to deliberative processes in which participants engage in mutual communication to discover how well their own and others’ arguments hold up when seen from a universal perspective. The idea that deliberative discussions are of both democratic and educational importance suggests that this type of dialogue can be seen as one possibility to integrate the teaching of subject matter and democratic competence. Furthermore, I suggest that education for sustainable development is a conceivable way to integrate discussions about complex social issues and scientific facts. I also outline a possible teaching scenario in which pupils engage in deliberative discussions on a theme involving these areas. These hypotheses have to be tested in empirical settings. At present, I am collecting data in upper secondary school, where students are practicing deliberative discussions concerning socio-scientific issues, in this case the green-house effect. The simulated teaching scenario is used as an outline for the empirical design. I am concerned with finding assessment tools for evaluating if the discussions can help students increasing their knowledge in science as well as their qualifications as democratic citizens. I believe that my fellow participants at this pre-conference can contribute with valuable suggestions and experiences concerning these matters.

Methodology, Methods, Research Instruments or Sources Used The students´ discussions are recorded, and the tapes will be examined by using appropriate analytical tools. These are not determined yet, which means that I am looking forward to discuss the analytical methods with the pre-conference participants.

Conclusions, Expected Outcomes or Findings By using the results from the empirical study I hope I will be able to accept or reject the hypothesis that deliberative discussions in science education concerning socio-scientific issues can be used in order to integrate the teaching of subject matter and democratic competence.