Analysis of Korean High School Students' Decision-Making Processes in Solving a Problem Involving Biological Knowledge

Hong, Jung-Lim; Chang, Nam-Kee

doi:10.1023/b:rise.0000020884.52240.2d

Cited by 37 publications

(45 citation statements)

References 20 publications

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“…Analyzing the problem space through listing the alternative solutions and documenting their advantages and disadvantages does not automatically lead to the selection of the most appropriate solution. Comparing rival solutions is not a trivial task and it should be based on valid and reliable reasoning strategies that allow synthesizing their advantages and disadvantages (Arvai, Campbell, Baird, & Rivers, 2004;Hong & Chang, 2004).…”

Section: Reasoning Strategies For Information Processingmentioning

confidence: 99%

“…The few studies that have been reported in this area suggest that students are able to undertake a qualitative analysis of various aspects of the problem space, such as the identification of possible options and relevant criteria, though they tend to be unsystematic. For instance, they often proceed to the identification of alternative solutions without a clear idea of the problem at hand (Hong & Chang, 2004).…”

Section: The Science-education Approachmentioning

confidence: 99%

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Approaches employed by sixth-graders to compare rival solutions in socio-scientific decision-making tasks

Papadouris

Constantinou

2010

Learning and Instruction

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Section: Reasoning Strategies For Information Processingmentioning

confidence: 99%

Section: The Science-education Approachmentioning

confidence: 99%

Approaches employed by sixth-graders to compare rival solutions in socio-scientific decision-making tasks

Papadouris

Constantinou

2010

Learning and Instruction

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“…Gresch et al (2011) found that students who were familiar with decision-making strategies tended to overuse non-compensatory approaches. One possible explanation for this finding is that the non-compensatory decision-making strategy was associated with a lower cognitive load because it requires less evidence to be considered before reaching a conclusion than a compensatory strategy does (Hong and Chang 2004). The analyses of the process-related written data in the present study and the measurements of cognitive load revealed that for some students, the non-compensatory strategy is indeed a way to reduce the complexity of the decision-making situation, particularly in the last task of the intervention.…”

Section: Discussion and Implications For Science And Environmental Edmentioning

confidence: 92%

“…1 In another study in science education, Hong and Chang (2004) found that students most frequently applied the non-compensatory strategy. They suggested that the non-compensatory strategy was chosen because it is less cognitively demanding; i.e., it allows the user to consider less evidence compared with a complete trade-off.…”

Section: How Do Students Explain Their Use Of Different Decision-makimentioning

confidence: 99%

Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development

Gresch

Bögeholz

2012

Res Sci Educ

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Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, 2011), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students' (n0120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence.

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“…These challenges include struggling to evaluate advantages and disadvantages of alternative outcomes and reflect on choices (Grace, 2009), lacking specificity when weighing tradeoffs (Eggert & Bögeholz, 2009;Jiménez-Aleixandre, 2002;Seethaler & Linn, 2004), emphasizing values at the expense of seeking additional scientific information that would clarify different choices (Grace & Ratcliffe, 2002;Hong & Chang, 2004;Sadler, 2004), and difficulty integrating knowledge gained in science with real-world problems (Kolstø, 2006). Students need support and practice using formal and logical pathways of thinking to develop decision-making skills.…”

Section: Introductionmentioning

confidence: 99%

Indicators of Informal and Formal Decision-making about a Socioscientific Issue

Dauer¹,

Lute²,

Straka³

2016

IJEMST

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We propose two contrasting types of student decision-making based on social and cognitive psychology models of separate mental processes for problem solving. Informal decision-making uses intuitive reasoning and is subject to cognitive biases, whereas formal decision-making uses effortful, logical reasoning. We explored indicators of students' formal decision-making in a socioscientific issue-focused general science post-secondary course that used a seven-step decision-making framework based in decision-science models. We found that students' value orientations predicted students' stance towards biofuels at the beginning but not at the end of the course, indicating some students' post-survey opinions were less rooted in affective value-judgments. Themes in student personal reasoning about biofuels were primarily focused on environmental and economic dimensions of the issue and revealed a greater awareness of alternative options and potential consequences of biofuel use at the end of the course. We observed a decrease in students' emotive arguments and an increase in students' justificatory arguments about biofuel use. A formal decision-making framework may be a useful tool in supporting students' formal, reasoned approach to deciding what we should do about complex socioscientific issues.

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Analysis of Korean High School Students' Decision-Making Processes in Solving a Problem Involving Biological Knowledge

Cited by 37 publications

References 20 publications

Approaches employed by sixth-graders to compare rival solutions in socio-scientific decision-making tasks

Approaches employed by sixth-graders to compare rival solutions in socio-scientific decision-making tasks

Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development

Indicators of Informal and Formal Decision-making about a Socioscientific Issue

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