The Role of Students' Worldview on Decision-Making: An Indonesian Case Study by a Socio-Scientific Issue-Based Instruction through Integrated STEM Education

Autor/inn/en	Wahono, Bevo; Narulita, Erlia; Chang, Chun-Yen; Darmawan, Ericka; Irwanto, Irwanto
Titel	The Role of Students' Worldview on Decision-Making: An Indonesian Case Study by a Socio-Scientific Issue-Based Instruction through Integrated STEM Education
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 11, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Junior High School Students; Grade 9; World Views; Decision Making; Science and Society; STEM Education; Genetics; Controversial Issues (Course Content); Gender Differences; Cultural Influences; Religious Factors; Values; Teacher Role; Integrated Curriculum; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; World view; Weltanschauung; Decision-making; Entscheidungsfindung; STEM; Humangenetik; Controversial issues; Kontroverse; Geschlechterkonflikt; Cultural influence; Kultureinfluss; Wertbegriff; Lehrerrolle; Ausland; Indonesien
Abstract	This study aims to determine the role of worldview perspective on science students' decision-making process by a socio-scientific issue-based instruction through an integrated Science Technology Engineering and Mathematics (STEM) education. Understanding the decision-making process in complex themed learning is one of the most important instruments in understanding the way students think. The participants were one hundred and nine junior-high-school students from two different schools. Furthermore, the method used was a pre-experimental design with two collective groups, namely the pre-and posttest, starting with an educational study design. The results showed that there was a different perspective pattern based on the worldview perspective on students' initial decisions. Furthermore, interventions with socio-scientific issues (SSI) based instruction through integrated STEM education provided significant dynamics of change in the final science decision made by the students on the basis of a worldview perspective and gender. Some practical implications were extremely discussed, such as the crucial role of the teacher during a complex lesson topic. Therefore, this study makes an indispensable contribution to the development of the knowledge of science teaching practice, especially on how a decision-making process occurs by a socio-scientific issue-based instruction through integrated STEM education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01