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

Papadouris, Nicos; Constantinou, Constantinos P.

doi:10.1016/j.learninstruc.2009.02.022

Cited by 19 publications

(15 citation statements)

References 29 publications

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“…Applying controversial cases is consistent with other more general investigations of decision-making processes (11,22,39,41,51), informal reasoning (23,25,28,33,43,50) as well as those specifically targeting SSI with biotechnology roots (9,20,26,40,41).…”

Section: Selection Of Issue and Development Of The Decision-making Tasupporting

confidence: 85%

High School Students' Reasoning in Making Decisions about Socio-Ethical Issues of Genetic Engineering: Case of Gene Therapy

Kolarova

Hadjiali

Denev

2013

Biotechnology & Biotechnological Equipment

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Section: Selection Of Issue and Development Of The Decision-making Tasupporting

confidence: 85%

High School Students' Reasoning in Making Decisions about Socio-Ethical Issues of Genetic Engineering: Case of Gene Therapy

Kolarova

Hadjiali

Denev

2013

Biotechnology & Biotechnological Equipment

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“…Another possible interpretation alludes to students' failure to apply appropriate reasoning strategies for weighing strengths and weaknesses in a systematic manner. This interpretation resonates well with reported empirical findings (Eggert & Bögeholz, 2010; Hong & Chang, 2004; Papadouris & Constantinou, 2010) and coheres with the purpose of the present study to develop learning materials for pursuing this learning objective.…”

Section: Theoretical Frameworksupporting

confidence: 93%

“…One important finding from existing research on reasoning during decision making is that students who have not been exposed to relevant instruction typically fail to compare possible solutions in an effective and consistent manner (Eggert & Bögeholz, 2010; Hong & Chang, 2004; Papadouris & Constantinou, 2010). Specifically, they tend to avoid relying on holistic approaches that simultaneously process the possible solutions by weighing trade‐offs among strengths and weaknesses.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Another noteworthy finding pertains to the consistency and systematicity of students' attempts to tackle socioscientific decision‐making situations. Available research indicates that students tend to employ decision‐making approaches in an ad hoc manner, with the explicit purpose to address the specific task that is under consideration and not necessarily to apply a coherent strategy (Papadouris & Constantinou, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Optimization as a reasoning strategy for dealing with socioscientific decision‐making situations

Papadouris

2012

Science Education

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This paper reports on an attempt to help 12‐year‐old students develop a specific optimization strategy for selecting among possible solutions in socioscientific decision‐making situations. We have developed teaching and learning materials for elaborating this strategy, and we have implemented them in two intact classes (N = 48). Prior to and after the implementation, which lasted for nine 80‐minute sessions, we collected data through a number of open‐ended tasks that asked students either to address certain decision‐making situations or to evaluate given decisions. Twenty students (42%) also participated in follow‐up interviews. Data analysis revealed that this type of intervention may lead to an improvement in students' decision‐making reasoning strategies, starting from an early stage. Specifically, after the implementation (i) most students spontaneously selected to apply the targeted optimization strategy and provided appropriate justifications for their decisions, (ii) there was a substantial reduction in the frequency of responses that either relied on noncompensatory approaches or synthesized the available information in a nonvalid manner, and (iii) there was an improvement in students' ability to elaborate reasoning flaws in given decision‐making approaches. In addition, the findings provide insights into certain challenges and confounding factors involved in designing learning materials for promoting such reasoning strategies. © 2012 Wiley Periodicals, Inc. Sci Ed 96:600–630, 2012

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“…Otsuste tegemise ja vastuvõtmise arendamine bioloogiatunnis ei asenda küll täielikult reaalelulist olukorda, kuid annab võimaluse õpilastel kokku puutuda igapäeva-eluliste olukordadega, millel on mitu lahendit, ning end nendeks ette valmistada (Steffen & Hößle, 2016). Varasemad uuringud (Kahan et al, 2012;Papadouris & Constantinou, 2010) on näidanud, et igapäevaelulise otsuse tegemisel ei osutu alati määravaks loodusteaduslikud teadmised, aga kuna koolibioloogia kontekstis ei ole seda teemat varem uuritud, siis on praeguses uurimistöös võetud üheks uuritavaks komponendiks just sotsiaal teadusliku otsuse tegemine.…”

Section: Otsuse Tegemine Ja Põhjendamine Bioloogia-alase Kirjaoskuse unclassified

10. ja 11. klassi õpilaste bioloogia-alase kirjaoskuse kognitiivsete komponentide hindamine

Post¹,

Semilarski²,

Laius³

2017

EHA

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a a Tartu Ülikooli loodusteadusliku hariduse keskus AnnotatsioonEesti põhikooli õpilaste loodusainete tulemused on PISA 2015 andmetel maailmas tipptasemel, kuid need ei kajastu gümnaasiumilõpetajatest kõrgkooli sisseastujate tasemes. Samas on ühiskonnas vajadus noorte järele, kes kasutavad loodusteaduslikke teadmisi probleemide lahendamiseks ning igapäevaeluliste otsuste tegemiseks ja põhjendamiseks. Uurimuse eesmärk on mõõta interdistsiplinaarse kontekstipõhise instrumendi abil 10. ja 11. klassi õpilaste bioloogia-alast kirjaoskust, võttes aluseks neli uuringuks välja valitud kognitiivset komponenti, et saada ülevaade gümnaasiumiõpilaste bioloogia-alase kirjaoskuse tähtsaimate kognitiivsete komponentide hetkeolukorrast. Tulemused näitavad, et kolm mõõdetud kognitiivset komponenti (probleemide lahendamise oskus, otsuse tegemise ja põhjendamise oskus ning loodusteadusliku loova mõtlemise voolavus) on keskmisel või madalal saavutustasemel ning üks komponent (bioloogia-alaste teadmiste reprodutseerimine) kõrgel saavutustasemel. Uuringu tulemusena selgub, et õpilaste bioloogiaalase kirjaoskuse kognitiivsetes komponentides esineb soolisi erinevusi nii 10. kui ka 11. klassi õpilastel, kuid tüdrukute natuke paremad tulemused kõikide üles-annete lahendamisel ei ole statistiliselt ega ka sisuliselt olulised. Uuring näitab, et gümnaasiumiõpilastel on bioloogiahariduses vaja rohkem tähelepanu pöörata probleemide lahendamise, otsuste tegemise ja põhjendamise oskuste ning loovuse arendamisele.Võtmesõnad: bioloogia-alane kirjaoskus, kontekstipõhine hindamine, gümnaa-siumiõpilased 1 Loodusteadusliku hariduse keskus, Tartu Ülikool,

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

Cited by 19 publications

References 29 publications

High School Students' Reasoning in Making Decisions about Socio-Ethical Issues of Genetic Engineering: Case of Gene Therapy

High School Students' Reasoning in Making Decisions about Socio-Ethical Issues of Genetic Engineering: Case of Gene Therapy

Optimization as a reasoning strategy for dealing with socioscientific decision‐making situations

10. ja 11. klassi õpilaste bioloogia-alase kirjaoskuse kognitiivsete komponentide hindamine

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