Student Decision-Making about a Globally Familiar Socioscientific Issue: The value of sharing and comparing views with international counterparts

Grace, Marcus; Lee, Yeung Chung; Asshoff, Roman; Wallin, Anita

doi:10.1080/09500693.2015.1054000

Cited by 20 publications

(11 citation statements)

References 15 publications

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“…With regard to the literature on SSIs, studies mostly examined producing arguments in SSIs (Cetin, Dogan & Kutluca, 2014;Molinatti, Girault & Hammond, 2010), developing argumentation skills related to SSIs (Dawson & Venville, 2013;Grooms et al, 2014;Kortland, 1996;Zohar & Nemet, 2002), decision-making processes for SSIs (Evagorou et al, 2012;Grace, Lee, Asshoff & Wallin, 2015;Sakschewski et al, 2014), and informal reasoning and the factors affecting it (Sadler, 2003;Sadler & Zeidler, 2005a, b;Topcu et al, 2011). The data in related studies were gathered from middle school (Emery, Harlow, Whitmer & Gaines, 2017;Khishfe, 2014;Patronis et al, 1999), high school (Dawson & Carson, 2017;Kolarova, Hadjiali & Denev, 2013), preservice (Grooms et al, 2014;Topcu et al, 2011;Ozturk & Yilmaz-Tuzun, 2017), and inservice teachers (Day & Bryce, 2011;Liu & Roehrig, 2019).…”

Section: Introductionmentioning

confidence: 99%

Elementary School Students’ Informal Reasoning and Its’ Quality Regarding Socio-Scientific Issues

Özden¹

2020

EJER

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Since developing science literacy is a primary objective of science education and socio-scientific (SSI) decision-making is an important aspect of science literacy, it is valuable to explore how students structure their decisions related to SSIs, and how they discuss and solve SSIs. The aim of present study was to examine elementary school students' informal reasoning patterns related to SSIs, and the quality of these patterns. Research Methods: In the study, I employed basic qualitative design. To recruit the participants, I used

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Section: Introductionmentioning

confidence: 99%

Elementary School Students’ Informal Reasoning and Its’ Quality Regarding Socio-Scientific Issues

Özden¹

2020

EJER

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“…This implied that they supported their decisions with scientific evidence and content knowledge from genetics. However, previous studies have shown that school students used relatively limited knowledge or scientific evidence to support their decisions (Bell & Lederman, 2003;Christenson et al, 2012Christenson et al, , 2014Grace et al, 2015). Several factors may explain the difference in scientific knowledge use between two groups (students and PTs): PTs are older than school students, have learned more science content, and they most likely know that they need to be using this in their future science teaching.…”

Section: Pre-service Teachers' Use Of Multiple Subject Areas In Decision-makingmentioning

confidence: 99%

Embracing socioscientific issues-based teaching and decision-making in teacher professional development

Cebesoy

Rundgren

2021

Educational Review

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In recent decades, socioscientific issues (SSI) have been emerging from the interrelationship between science, technology, and society. For example, due to the COVID-19 pandemic, related decisions, like whether we need to ask people to use facemasks, is an SSI question being discussed internationally with no right or wrong answer. Controversial issues like SSI and the ability to make informed decisions need to be taught in school, which raises the question of whether teachers themselves are equipped with the skills required to make decisions on SSI. This study aimed to explore whether primary science pre-service teachers could consider multiple subject areas while making decisions on SSI in the context of abortion. Forty-two pre-service primary science teachers (third-year university students) in a genetics and biotechnology course participated in the study. The participants were asked to make decisions about abortion in three genetics-related scenarios and to explain their reasons in written reports. The SEE-SEP (science, environment, ethics/morality, sociology/culture, economy, and policy) model was adopted to explore the reasons behind the pre-service teachers' decisions. The results showed that their decisions were influenced mainly by science and ethics/morality subject areas. The results further revealed that the participants who supported abortion based their decisions on both scientific evidence and their emotional responses. On the other hand, the pre-service teachers who were against abortion based their decisions on scientific evidence and the aspect of uncertainty. Accordingly, our study recognises the importance of including both science and ethics/morality discussions in SSI-based teaching. The implications for SSI-based teaching and learning are discussed.

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“…Como señalan Osborne, Erduran, Simon y Monk (2001), que un estudiante cambie su forma de pensar sobre una cuestión es un indicador de calidad, pero solo es posible si se proporcionan oportunidades para el intercambio de opiniones a través de la discusión (Grace et al, 2015). En este estudio utilizamos como estrategia de intercambio de opiniones el juego de rol.…”

Section: Marco Teóricounclassified

Trabajar la argumentación a través de un juego de rol: ¿debemos instalar el cementerio nuclear?

Pérez

Gámez²,

Díaz-Moreno

et al. 2020

ensciencias

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RESUMEN • En este artículo se analizan las operaciones argumentativas llevadas a cabo por profesorado en formación inicial durante un juego de rol sobre la posible instalación de un cementerio nuclear y se examinan los tipos de conocimiento que ponen en juego al construir sus argumentos en la búsqueda de una decisión final. Los participantes son estudiantes de los grados en Educación Infantil y Primaria de tres universidades españolas. La toma de datos incluye las grabaciones de la implementación del juego de rol. Los resultados apuntan a que los participantes son capaces de formular aseveraciones y de exponer sus razones a través de la justificación, pero muestran dificultades para utilizar otros elementos argumentativos. También se pone de manifiesto un mayor uso de conocimiento social y científicotecnológico a la hora de buscar una decisión consensuada sobre la instalación del cementerio. PALABRAS CLAVE: Argumentación; Toma de decisiones; Juego de rol; Controversias sociocientíficas; Formación del profesorado. ABSTRACT • This paper analyses the argumentative operations performed by pre-service teachers during a role play about setting down a nuclear waste deposit. The types of knowledge used for constructing their arguments when they try to reach a final agreement are also studied. The participants are undergraduate students from the degree of Preschool and Primary Teacher Training at three different Spanish universities. Data collection includes video recordings of the role play. The findings point to the students' ability to make statements and justify their arguments, although they find it difficult to use other argumentative elements in their speech. Moreover, social and scientific-technological knowledge are proved to be the most used types of knowledge in the participants' search of a consensual decision about setting down the nuclear deposit.

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Student Decision-Making about a Globally Familiar Socioscientific Issue: The value of sharing and comparing views with international counterparts

Cited by 20 publications

References 15 publications

Elementary School Students’ Informal Reasoning and Its’ Quality Regarding Socio-Scientific Issues

Elementary School Students’ Informal Reasoning and Its’ Quality Regarding Socio-Scientific Issues

Embracing socioscientific issues-based teaching and decision-making in teacher professional development

Trabajar la argumentación a través de un juego de rol: ¿debemos instalar el cementerio nuclear?

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