Literaturnachweis - Detailanzeige
| Autor/inn/en | Sakamoto, Miki; Yamaguchi, Etsuji; Yamamoto, Tomokazu; Wakabayashi, Kazuya |
|---|---|
| Titel | An Intervention Study on Students' Decision-Making towards Consensus Building on Socio-Scientific Issues |
| Quelle | In: International Journal of Science Education, 43 (2021) 12, S.1965-1983 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sakamoto, Miki) ORCID (Yamaguchi, Etsuji) ORCID (Yamamoto, Tomokazu) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2021.1947541 |
| Schlagwörter | Decision Making; Science and Society; Genetics; Agriculture; Controversial Issues (Course Content); Conflict Resolution; Problem Solving; Persuasive Discourse; Introductory Courses; Nonmajors; Undergraduate Students; Student Attitudes; Science Education; Foreign Countries; Japan |
| Abstract | Socio-scientific decision-making necessitates reasoning from multiple perspectives and the use of trade-offs. This study examines how students decide on socio-scientific issues when they engage in an instructional intervention to enhance their socio-scientific decision-making towards consensus building that, in this study, emphasises generating solutions to resolve issues. We developed a socio-scientific issue-based unit for non-science undergraduate students focusing on an intervention that enhances their socio-scientific decision-making around issues regarding a genetically modified organism. Our intervention focused on consensus building wherein students identified multiple conflicts among various stakeholders' opinions and proposed solutions to resolve them. In particular, students considered the trade-offs of science and technology. This paper presents the results from two intervention studies in which 12 and 49 non-science undergraduate students participated. To confirm that the participants of each study achieved the goal of the curriculum unit, we analysed the solutions students collaboratively constructed at the end of the unit (Analysis 1). We then used a pre- and post-intervention approach to assess students' independent decision-making (Analysis 2). During the curriculum unit, we assigned students an essay-writing task twice and investigated the quality of their decisions. A comparison of the pre- and post-tests revealed a general shift towards higher-level responses after the intervention. Students' arguments on socio-scientific issues changed from justificatory arguments to proposals for solutions. These findings demonstrated that the instruction promoted students' socio-scientific decision-making towards consensus building. Finally, we discuss the implications for socio-scientific issue instruction and the evaluation of students' decision-making as well as provide suggestions for future work. (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 |
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