Students' use of decision-making strategies with regard to socioscientific issues. An application of the Rasch partial credit model.

Autor/inn/en	Eggert, Sabina; Bögeholz, Susanne
Titel	Students' use of decision-making strategies with regard to socioscientific issues. An application of the Rasch partial credit model.
Quelle	In: Science education, 94 (2010) 2, S. 230-258Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20358
Schlagwörter	Erziehungswissenschaft; Rasch-Modell; Reliabilität; Validität; Entscheidung; Verhalten; Test; Testentwicklung; Testerprobung; Lebensverhältnisse; Entscheidung; Lebenswelt; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Test; Validität; Verhalten; Soziologie; Instrument; Rasch-Modell; Reliabilität; Kriterium; Nachhaltigkeit; Klassenraum; Klassengemeinschaft; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Nachhaltigkeit; Nachhaltige Entwicklung; Soziologie; Instrument; Kriterium; Lebenswelt
Abstract	Decision making about socioscientific issues is an important aspect of modern science education worldwide. Among the many topics that represent socioscientific issues, issues relating to the sustainable development of our environment are one crucial topic. However, difficulties exist with respect to the assessment of teaching outcomes related to these issues. This paper presents results from two quantitative studies that were conducted to develop a test instrument that measures students' use of decision-making strategies in situations relating to sustainable development. Data were analyzed using the Rasch partial credit model. Analyses concerning reliability and validity showed that the developed instrument provides an adequate measure of students' use of decision-making strategies. Analyses indicated that the test instrument can be used among different age groups and that decision-making competence increases with respect to years of education. Most elaborate strategies were characterized by the use of trade-offs, the ability to weigh decision criteria, and the ability to reflect on the structure of decision-making processes. In contrast, baselevel strategies were characterized by the use of cutoffs and an absence of elaborate metareflection. The results provide a valuable starting point for analyzing and fostering students' decision-making competence in the science classroom. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1