Conceptual Change in Socioscientific Issues: Learning about Obesity

Autor/inn/en	Leung, Jessica Shuk Ching; Cheng, Maurice Man Wai
Titel	Conceptual Change in Socioscientific Issues: Learning about Obesity
Quelle	In: International Journal of Science Education, 42 (2020) 18, S.3134-3158 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leung, Jessica Shuk Ching) ORCID (Cheng, Maurice Man Wai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1856966
Schlagwörter	Science Education; Science and Society; Obesity; Undergraduate Students; Student Attitudes; Attitude Change; Interdisciplinary Approach; Social Bias; Perspective Taking; Science Instruction; Science Curriculum; Curriculum Design; Etiology; Essays; Persuasive Discourse; Beliefs; Scores; Marketing; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Adipositas; Schülerverhalten; Attitudinal change; Einstellungsänderung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Zukunftsperspektive; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrplangestaltung; Ätiologie; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Belief; Glaube; Ausland; Hongkong
Abstract	Conventional school science has often portrayed obesity as a self-inflicted problem. It tends to ignore perspectives at the systems level, such as social, political, marketing and economic factors that shape an obesogenic environment that determines individual eating and lifestyle patterns. Therefore, socioscientific decisions (e.g. fat tax) are likely to be biased against the obese and ultimately fail to overcome this global health challenge. Students should examine obesity from multiple perspectives to make informed decisions about it. Based on the concepts of adherence and prevalence in the conceptual change literature, this paper examines students' learning of multiple perspectives in terms of (i) a change in the number of references to different perspectives in making sense of obesity and (ii) a shift in adherence to and prevalence of different causes of obesity. A total of 114 undergraduate students from a diverse range of major subjects enrolled in a general education course about obesity participated in this study. The course design was guided by an SSI Teaching and Learning model. Pre-/post-course questionnaires, essays, and follow-up interviews were used to chart students' learning during the 12-week course and 6 months afterwards. The students became more able to explain obesity using perspectives from multiple dimensions. They adhered less strongly to personal-level causes of obesity and more accepting of systems-level perspectives. We conclude by arguing that it is not only important for teachers to enhance the number of perspectives considered by students, but also attend to their differences in weights to facilitate students' learning of SSI. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01