Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs

Seethaler, Sherry; Linn, Marcia C.

doi:10.1080/09500690410001673784

Cited by 62 publications

(65 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Considering socioscientific issues, decision-making tasks with equally legitimate options should only be solved using processes that trade off the positive and negative aspects (Eggert & Bögeholz, 2006;Seethaler & Linn, 2004;Siegel, 2006 It should be stated that, in this context, the elimination of inadequate options is not seen as a simplification of the decision-making task, but meets the requirements of the framework of sustainable development.…”

Section: Decision-making Strategiesmentioning

confidence: 99%

Training in Decision-making Strategies: An approach to enhance students’ competence to deal with socio-scientific issues

Gresch

Hasselhorn

Bögeholz

2013

International Journal of Science Education

View full text Add to dashboard Cite

Section: Decision-making Strategiesmentioning

confidence: 99%

Training in Decision-making Strategies: An approach to enhance students’ competence to deal with socio-scientific issues

Gresch

Hasselhorn

Bögeholz

2013

International Journal of Science Education

View full text Add to dashboard Cite

“…The main goal of this project was not to instruct pupils on the issue, but to set the grounds to promote reflection. Over the past half-century, there has been a shift among philosophers and sociologists of science, away from seeing science as a purely empirical process, to seeing it as a social process of knowledge construction in which imagination and argument play an important role (Seethaler & Linn, 2004). It is our belief that reflective thinking can be promoted through controversial issues that pupils encounter in their everyday lives although we acknowledge that contents pay a crucial role in the procedure by framing the learning sequence and helping pupils stay focused.…”

Section: Methodsmentioning

confidence: 99%

Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach

Dovros¹,

Makrakis²

2012

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

“…Several intervention studies in the field of science education have focused on improving the quality of students' decision-making processes Grace 2009;Gresch et al 2011;Jiménez-Aleixandre and Pereiro-Muñoz 2002;Ratcliffe 1997;Roberts et al 1997 (Science Education for Public Understanding Program (SEPUP)); Seethaler and Linn 2004;Siegel 2006). In the science and sustainability curriculum that was part of SEPUP, Siegel (2006) successfully trained students to connect specific evidence to their arguments to make trade-offs.…”

Section: Decision-making In Science Educationmentioning

confidence: 99%

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

Gresch

Bögeholz

2012

Res Sci Educ

View full text Add to dashboard Cite

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.

show abstract

Genetically modified food in perspective: an inquiry‐based curriculum to help middle school students make sense of tradeoffs

Cited by 62 publications

References 22 publications

Training in Decision-making Strategies: An approach to enhance students’ competence to deal with socio-scientific issues

Training in Decision-making Strategies: An approach to enhance students’ competence to deal with socio-scientific issues

Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach

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

Contact Info

Product

Resources

About