![]() This paper introduces a framework of an automation process that translates a high level security policy into low level security mechanisms. ![]() One approach to overcome these difficulties is to automate the process of translation of high level security policy into low level security mechanisms. Consistency, verification, and maintenance are the major ones of these difficulties. Enforcement of network security policies to low level security mechanisms faces some essential difficulties. Security policies have different components firewall, active directory, and IDS are some examples of these components. Implications for research include exploring how students identify with the actors of a SSI to enable us to support them overcoming their personal narratives and becoming critical evaluators of scientific knowledge. ![]() Furthermore, students’ justifications support the hypothesis that their decision was based on whether they identified with the actors of the issue. The students used the evidence from the learning environment in ways which supported their decision, and tended to ignore evidence if these contradicted their decision. The findings suggest that even though the two classes engaged with the same learning environment, the decisions and justifications provided by the pairs in the two classes were quite distinct. Students’ written arguments, classroom discussions, and classroom observations were collected and analysed. The students engaged in discussions regarding a SSI (Should we kill the grey squirrel to save the red?), supported by an online learning environment. Class B students considered average achievers come from an Asian British background. Class A students, considered high achievers come from a white-British background. For the purposes of this study, two classes (12–13-year-old students) with diverse characteristics were selected from two different schools in the UK. A problem that is still unexplored in the field of socioscientific issues (SSI) and that was explored in this study is how different students decide upon a SSI they are discussing, how their justifications change during the instruction and how they use (or not) the evidence from the learning environment to support their justifications.
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