Student Decision Making in a Scenario-Based Investigation of an Ecosystem

Autor/inn/en	Mehl, Cathy Ellen; Jin, Hui; Llort, Kenneth F.
Titel	Student Decision Making in a Scenario-Based Investigation of an Ecosystem
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Decision Making; Persuasive Discourse; Authentic Learning; Problem Based Learning; Investigations; Parks; Evidence; Middle School Students; High School Students; Ecology; Plants (Botany); Computer Assisted Instruction; Vignettes; Scaffolding (Teaching Technique); Science Education; Scientific Literacy; Pennsylvania; Georgia; Indiana; Tennessee + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Persuasion; Persuasive Kommunikation; Problem-based learning; Problemorientiertes Lernen; Untersuchung; Freizeitpark; Evidenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Ökologie; Pflanze; Computer based training; Computerunterstützter Unterricht; Naturwissenschaftliche Bildung
Abstract	Argumentation is an important component of scientific education (Osborne, 2010). However, how students create and evaluate competing arguments in scientific investigations is a complex construct, which presents significant challenges for assessment. We engaged 349 middle and high school students in a virtual scientific investigation based on an authentic problem involving the ecosystem of Yellowstone National Park. Students evaluated three possible causes for vegetation loss in Lamar Valley: tourism, global warming, and killing wolves. Students compared their responses to individual claims to formulate a final decision. The authors developed a coding system to assess student arguments and analysed how students changed their evaluations across the investigation. Four distinct levels of responses reveal the range of student decision making and patterns that have implications for instruction and assessment. Few student evaluations explained both merits and weaknesses of claims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01