Adolescent reasoning in socio‐scientific issues part II: Nonsocial cognition

Fleming, Reg

doi:10.1002/tea.3660230804

Cited by 82 publications

(58 citation statements)

References 7 publications

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“…Fleming (1986a) found that adolescents primarily viewed science and technology based issues in ways that stressed the social aspects of the issue. On the relatively rare occasions when adolescents used nonsocial cognition, their reasoning focused on their perceptions of scientists as finders and keepers of "true" facts (Fleming, 1986b). The single study that directly addressed the role of nature of science conceptions in decision making reached the tentative and unsettling conclusion that high school students did not appear to base decisions about their daily conduct on their understandings of the tentative nature of scientific knowledge (Lederman & O'Malley, 1990).…”

Section: Introductionmentioning

confidence: 99%

Understandings of the nature of science and decision making on science and technology based issues

2003

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ABSTRACT:The purpose of this investigation was to explicate the role of the nature of science in decision making on science and technology based issues and to delineate factors and reasoning associated with these types of decisions. Twenty-one volunteer participants purposively selected from the faculty of geographically diverse universities completed an open-ended questionnaire and follow-up interview designed to assess their decision making on science and technology based issues. Participants were subsequently placed in one of two groups based upon their divergent views of the nature of science as assessed by a second open-ended questionnaire and follow-up interview. Profiles of each group's decision making were then constructed, based on participants' previous responses to the decision making questionnaire and follow-up interviews. Finally, the two groups' decisions, decision influencing factors, and decision making strategies were compared. No differences were found between the decisions of the two groups, despite their disparate views of the nature of science. Participants in both groups based their decisions primarily on personal values, morals/ethics, and social concerns. While all participants considered scientific evidence in their decision making, most did not require absolute "proof," even though many participants held absolute conceptions of the nature of science. Overall, the nature of science did not figure prominently in either group's decisions. These findings contrast with basic assumptions of current science education reform efforts and call for a re-examination of the goals of nature of science instruction. Developing better decision making skills-even on science and technology based issues-may involve other factors, including more value-based instruction and attention to intellectual/moral development.

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Section: Introductionmentioning

confidence: 99%

Understandings of the nature of science and decision making on science and technology based issues

2003

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“…As students are exposed to argumentation in socio-scientific education, they are likely evoked to incorporate emotive considerations and consciously use related affective factors in arriving at moral decisions (Sadler & Zeidler, 2004). In an interview conducted by Fleming (1986) among adolescents with a mean age of 17.3 years old regarding nuclear power and genetic engineering, 70% of the students employed moral reasoning in the resolution of the issues posed. Moreover, in the study of Bell and Lerdeman (2003), 85% of the students' responses involved moral, ethical, or value considerations when asked on the issues of fetal tissue implantation, the relationship between diet, exercise, cancer, global warming, and the link between cigarette-smoking and cancer.…”

Section: Decision-making Skillsmentioning

confidence: 99%

Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students

Gutierez¹

2014

IES

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Scientific literacy has been focused on the construction of students' knowledge to use appropriate and meaningful concepts, critically think, and make balanced, well-informed decisions relevant to their lives. This study presents the effects of integrating socio-scientific issues to enhance the bioethical decision-making skills of biology students. Using a quasi-experimental research design, results of the independent and related samples t-test on the pre-and posttest mean scores of 72 students significantly revealed that integrating socio-scientific issues in biology lessons are useful to enhance their bioethical decision-making skills. Moreover, as socio-scientific issues were integrated in their lessons, students' classroom interactions and argumentations improved significantly and enabled them to give a positive, more elaborate, and in-depth responses with a wider range of explanations.

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“…Algunas investigaciones tempranas ya ofrecieron datos empíricos que mostraban la gran importancia de los aspectos morales y emotivos y la escasa influencia de la información científica en la resolución de los TSS (Fleming, 1986a(Fleming, , 1986bPedretti, 1999;Zeidler y Schafer, 1984). Más recientemente, Zeidler (2003) ha mostrado que muchos estudiantes, para tomar sus decisiones sobre los TSS planteados, aunque aceptan la información científica suministrada, tienden a seleccionar aquella información que está más de acuerdo con sus creencias personales sobre el tema propuesto y a considerar irrelevante el conocimiento científico que no apoye sus creencias previas, no usándolo después en sus razonamientos para tomar decisiones, rechazando incluso los puntos de vista éticos de sus compañeros que entraban en conflicto con los propios.…”

Section: La Toma De Decisiones Sobre Temas Socio-científicos Y Las Acunclassified

En defensa de las actitudes y emociones en la educación científica (I): evidencias y argumentos generales

Alonso¹,

Manassero-Mas²

2007

Rev_Eureka_ensen_divulg_cienc

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Adolescent reasoning in socio‐scientific issues part II: Nonsocial cognition

Cited by 82 publications

References 7 publications

Understandings of the nature of science and decision making on science and technology based issues

Understandings of the nature of science and decision making on science and technology based issues

Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students

En defensa de las actitudes y emociones en la educación científica (I): evidencias y argumentos generales

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