High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses

Wu, Ying Tien; Tsai, Chin Chung

doi:10.1080/09500690601083375

Cited by 164 publications

(145 citation statements)

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“…In summary: our results suggest that promoting the DM capability via an appropriate HOCS-promoting framework of teaching and assessment has the potential of achieving students' "HOCS learning" [14]. Accordingly, our recommendation is that research-based interdisciplinary HOCS-STESEP-oriented courses and curricula will be implemented in different contexts and settings of SSSEE in primary, secondary and tertiary levels, for the advancement of students' DM and related HOCS, for the advancement of "sustainability thinking" [31][32][33][34].…”

Section: Discussionmentioning

confidence: 99%

“…The DM study, focused on the cognitive aspects of DM in the context of science teaching, aiming at getting an insight into the related HOCS/LOCS-level performance of the decision-maker student, while being engaged in a DM-related learning [30][31][32][33][34]. Recent research work related to the DM activity indicates that HOCS operations are extensively used during a DM-related inquiry, while LOCS operations are less used during such activities.…”

Section: Discussionmentioning

confidence: 99%

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Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think”

Zoller

2015

Sustainability

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Sustainability is conceptualized, approached and acted upon differently by people, sectors, societies, nations and educational systems. Consequently, the "sustainability thinking"-related scientific, technological, environmental, societal, economic and policy/political components are expected to transform differently. The related necessary transformative paradigm shifts in science, technology, environment, society, economy and policy (STESEP)-education from the contemporary disciplinary science, technology and environmental teaching to "know"-to transdisciplinary learning to "think" are to be expected. The overriding purpose: ensuring "sustainability thinking" by responsible, capable "STESEP literate" citizens. Consequently, "sustainability thinking" in the STESEP interfaces contexts, requires (1) the development of students' higher-order cognitive skills (HOCS) via a transformative/transdisciplinary "STESEP Education"; (2) a research-based shift from the conventional algorithmic lower-order cognitive skills (LOCS)-based teaching to "know", to "HOCS learning" to "think"; and (3) a special focus on HOCS-promoting teaching, assessment and learning strategies in science, technology, engineering, mathematics, environment, society and education. A pre-post research design of system thinking, evaluative thinking, and decision making capabilities of 10 grade high school, undergraduate and graduate students, in Israel, are presented and discussed in the learning for "sustainability thinking" context. In conclusion: contemporary science education in secondary and tertiary levels is mainly, disciplinary (biology, chemistry, mathematics, physics) in science, technology and engineering courses. The LOCS-to-HOCS paradigm shift still constitutes a major issue of concern, with respect to ensuring a transformative science/STESEP education, targeting "sustainability thinking" in secondary and tertiary education. OPEN ACCESSSustainability 2015, 7 4475

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think”

Zoller

2015

Sustainability

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“…Moreover, students often have THINKING & REASONING 225 difficulties generating rebuttals. In a qualitative and quantitative study of high school students' abilities to reason on a socio-scientific issue, less than 40% of participants were able to generate rebuttals (Wu & Tsai, 2007). Similarly, other research in this domain found that the majority of high school and college students asked to write argumentative texts failed to spontaneously include rebuttals in their texts (my-side bias, Perkins, Farady, & Bushey, 1991).…”

mentioning

confidence: 99%

Judging the plausibility of arguments in scientific texts: a student–scientist comparison

Mühlen

Richter

Schmid

et al. 2015

Thinking & Reasoning

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The ability to evaluate scientific claims and evidence is an important aspect of scientific literacy and requires various epistemic competences. Readers spontaneously validate presented information against their knowledge and beliefs but differ in their ability to strategically evaluate the soundness of informal arguments. The present research investigated how students of psychology, compared to scientists working in psychology, evaluate informal arguments. Using a think-aloud procedure, we identified the specific strategies students and scientists apply when judging the plausibility of arguments and classifying common argumentation fallacies. Results indicate that students, compared to scientists, have difficulties forming these judgements and base them on intuition and opinion rather than the internal consistency of arguments. Our findings are discussed using the mental model theory framework. Although introductory students validate scientific information against their knowledge and beliefs, their judgements are often erroneous, in part because their use of strategy is immature. Implications for systematic trainings of epistemic competences are discussed. ARTICLE HISTORY Received 14 April 2015; Accepted 27 November 2015KEYWORDS Informal argument evaluation; epistemic competences; mental model theory; think-aloud procedure; competences in higher education Arguments can affect our daily lives in many ways, whether we think of politicians trying to persuade us to vote for a particular party, a newspaper article providing a certain perspective on a societal issue, or taking decisions about which kind of career we would like to pursue. In scientific discourse, arguments also play a central role, because they link theoretical claims to supporting empirical evidence. Students entering university are confronted with scientific literature that presents different and at times conflicting theories backed up by more or less compelling evidence. The ability to evaluate This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/Licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. THINKING & REASONING, 2016 VOL. 22, NO. 2, 221À249 http://dx.doi.org/10.1080/13546783.2015 scientific claims and evidence is an important aspect of scientific literacy and requires various epistemic competences (Britt, Richter, & Rouet, 2014). The present research investigated how students of psychology, compared to scientists working in psychology, evaluate arguments and which strategies they use to judge their plausibility. Successful readers possess a broad number of general processing strategies that they use in a flexible way, depending on the processing goal (Wyatt et al., 1993). Although argumentation skills are generally not formally taught in higher education, we expect scie...

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“…Eş, Işık Mercan ve Ayas (2016)'da öğretmen adaylarının nükleer ile ilgili en önemli bilgi kaynağının medya olduğunu en az bilgiyi ise bilimsel kaynaklardan edindiğini belirtmektedir. Farklı araştırmalarda da benzer olarak öğrencilerin SBK'da kullandıkları gerekçe ya da argümanlarda bilimselliğin ön planda yer almadığına işaret edilmektedir (Demircioğlu ve Uçar, 2014;Kolsto 2006;Ratcliffe 1997;Wu & Tsai, 2007). Araştırmanın medya ile ilgili diğer bulgusu da bu sonuçları desteklemektedir.…”

Section: Tartışma Ve Sonuçunclassified

How Gifted Students Reach Decisions in Socio-Scientific Issues? Warrants, Information Sources and Role of Media

Öztürk¹,

Eş²,

Turgut³

2017

IOJES

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In this research, it was aimed to investigate the decisions of gifted students regarding particular socio-scientific issues with their warrants and information sources on those decisions. The research was qualitative in nature and the participants were 36 (21 male, 15 female) elementary school students who had training at Sinop Science and Art Centre. The data source of the research was a written from consisted nine open ended questions regarding four socio-scientific issues and the data obtained were analysed by content analysis technique. The findings of the study revealed that students concluded differently in different socio-scientific issues with varying warrants and considered media as the primary information source in that process. Media was followed by authority, education and social environment as other information sources. Based on those results, it was proposed to develop instructional activities for Science and Art Centres aiming the integration of media literacy with socio-scientific issues.© 2017 IOJES. All rights reserved Keywords: 1 Socio-scientific issues, media, gifted student, science education Extended Summary PurposeIn today's world, individuals are more interested in socio-scientific issues such as renewable energy sources, nuclear energy, genetically modified organisms and climate change since they are required to make decisions about them. However, socio-scientific issues consist of ethical, moral or legal dilemma and cannot be easily agreed on. They are naturally complex, open-ended, and mostly controversial and individuals need multiple sources of information in order to make decisions about them. For this reason, socio-scientific issues and the process of decision making about them are important subjects in science education. The related literature confirms that importance and many research focused on socio-scientific issues in various contexts. However, majority of related research are seemed intensified on teacher candidates whereas there is lack of studies at lower levels such as middle school. For these reasons in this research, it was aimed to investigate the decisions of gifted students regarding particular socio-scientific issues with their warrants and information sources on those decisions. MethodThe target group of the study was determined as gifted students since they are individuals who have a high potential of being scientists or choosing the careers with intensive scientific knowledge. They are candidates of those who can produce solutions to the world-wide socio-scientific problems in their future life. So, the participants of the study were 36 (21 male, 15 female) gifted middle school students studying in Sinop Science and Art Centre. The data source of the research was a form developed by the researchers 1 Corresponding author's address: Nurhan ÖZTÜRK,

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High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses

Cited by 164 publications

References 28 publications

Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think”

Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think”

Judging the plausibility of arguments in scientific texts: a student–scientist comparison

How Gifted Students Reach Decisions in Socio-Scientific Issues? Warrants, Information Sources and Role of Media

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