Pupil decision-making about socio-scientific issues within the science curriculum

• Published in: International journal of science education Vol. 19; no. 2; pp. 167 - 182
• Main Author: Ratcliffe, Mary
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.02.1997; Taylor & Francis
• Subjects: Begründung; Curriculum subjects: programmes and methods; Educational sciences; Entscheidung; Exact and natural sciences; Rationales Denken; Teaching methods; United Kingdom; Decision Making; Programme attitude; Reasoning; Secondary Education; Ideology; Educational System; Science Education; Student
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/0950069970190203

This study explores the skills, knowledge and values used by 15-year-old pupils, in a UK school, in making decisions about science-related societal issues. The complexities of the decision-making process, group social interactions, and the interrelationship between affective and cognitive criteria in reasoning, are acknowledged. Boys, undertaking a GCSE science course in which decision-making tasks were an integral feature, were audio-taped during discussion, interviewed, and had their written work analysed. Key features of well reasoned pupil decision-making included: understanding procedures for rational analysis of the problem; awareness and use of available information; clarification of the concerns and values raised by the issue; recognition of how scientific evidence may assist in the decision; motivation to engage fully in discussing the issue; consideration of and respect for differing viewpoints about the issue. (Autorenreferat).