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Autor/inn/enGresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
TitelTraining in decision-making strategies.
An approach to enhance students' competence to deal with socio-scientific issues.
QuelleIn: International journal of science education, 35 (2013) 15, S. 2587-2607
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BeigabenLiteraturangaben
ZusatzinformationForschungsdaten, Studiendetails und Erhebungsinstrumente
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0950-0693; 1464-5289
DOI10.1080/09500693.2011.617789
SchlagwörterKompetenz; Entscheidung; Verhalten; Schuljahr 11; Schuljahr 12; Schuljahr 13; Oberstufe; Oberstufenunterricht; Lernen; Computerunterstützter Unterricht; Computerunterstütztes Verfahren; Naturwissenschaften; Nachhaltigkeit; Nachhaltige Entwicklung; Kompetenzentwicklung; Kriterium; Oberstufenschüler; Sozialwissenschaftliche Forschung
AbstractDealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based programme was developed that trains secondary school students (grades 11-13) in decision-making strategies. The main research question is: does training students to use these strategies foster decision-making competence? In addition, the influence of meta-decision aids was examined. Students conducted a task analysis to select an appropriate strategy prior to the decision-making process. Hence, the second research question is: does combining decision-making training with a task analysis enhance decision-making competence at a higher rate? To answer these questions, 386 students were tested in a pre-post-follow-up control-group design that included two training groups (decision-making strategies/decision-making strategies combined with a task analysis) and a control group (decision-making with additional ecological information instead of strategic training). An open-ended questionnaire was used to assess decision-making competence in situations related to sustainable development. The decision-making training led to a significant improvement in the post-test and the follow-up, which was administered three months after the training. Long-term effects on the quality of the students' decisions were evident for both training groups. Gains in competence when reflecting upon the decision-making processes of others were found, to a lesser extent, in the training group that received the additional meta-decision training. In conclusion, training in decision-making strategies is a promising approach to deal with socio-scientific issues related to sustainable development. (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2022/1
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