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

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 i...

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Published inInternational journal of science education Vol. 19; no. 2; pp. 167 - 182
Main Author Ratcliffe, Mary
Format Journal Article
LanguageEnglish
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
Online AccessGet full text
ISSN0950-0693
1464-5289
DOI10.1080/0950069970190203

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Abstract 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).
AbstractList 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.
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).
Author Ratcliffe, Mary
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Keywords Decision Making
Programme attitude
Reasoning
Secondary Education
Ideology
Educational System
Science Education
Student
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Snippet 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...
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SubjectTerms Begründung
Curriculum subjects: programmes and methods
Educational sciences
Entscheidung
Exact and natural sciences
Rationales Denken
Teaching methods
Title Pupil decision-making about socio-scientific issues within the science curriculum
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