Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

Autor/inn/en	Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri
Titel	Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?
Quelle	In: International Journal of Science Education, 32 (2010) 10, S.1315-1336 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Grade 10; Science Education; Teaching Methods; Foreign Countries; Decision Making; Sustainable Development; Environmental Education; Technology Education; Thinking Skills; Curriculum Implementation; Pretests Posttests; Questionnaires; Science Instruction; Science Curriculum; Skill Development; Instructional Effectiveness; Science and Society; Scientific Concepts; Units of Study; Israel + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Decision-making; Entscheidungsfindung; Nachhaltige Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Technisch-naturwissenschaftlicher Unterricht; Denkfähigkeit; Fragebogen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Lerneinheit
Abstract	Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled "Science, Technology and Environment in Modern Society" (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent. (Contains 5 tables, 1 figure, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10