Compelling Evidence: An Influence on Middle School Students' Accounts That May Impact Decision-Making about Socioscientific Issues

Autor/inn/en	Emery, Katherine; Harlow, Danielle; Whitmer, Ali; Gaines, Steven
Titel	Compelling Evidence: An Influence on Middle School Students' Accounts That May Impact Decision-Making about Socioscientific Issues
Quelle	In: Environmental Education Research, 23 (2017) 8, S.1115-1129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2016.1225673
Schlagwörter	Middle School Students; Influences; Evidence; Environmental Education; Decision Making; Science and Society; Interviews; Performance Factors; Qualitative Research; Inferences; Voting; Purchasing; Consumer Economics; Attribution Theory + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Influence; Einfluss; Einflussfaktor; Evidenz; Umweltbildung; Umwelterziehung; Umweltpädagogik; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Leistungsindikator; Qualitative Forschung; Inference; Inferenz; Abstimmung; Beschaffungswesen; Kauf; Konsumökonomie
Abstract	This study investigates how middle school students make hypothetical purchasing, consuming, and voting decisions about environmental and science-related issues--a key component of environmental literacy. Fifty-three female students were given a packet containing multiple excerpts of information from conflicting positions from stakeholders and interviewed about how they would make decisions about environmental and science-related issues. We first investigated whether and how information presented as evidence influenced students' accounts that may impact their decision-making (i.e. to make or change decisions). We then investigated how evidence type affected students' decision-making. Findings indicated that most students did not change their stance after reading additional contrasting information presented as evidence. Implications for science teaching and learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01