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

Öztürk, Nurhan; Eş, Hüseyin; Turgut, Halil

doi:10.15345/iojes.2017.04.015

Cited by 9 publications

(6 citation statements)

References 23 publications

(28 reference statements)

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“…School can be an important source of SSI-related information (Çapkinoglu & Yilmaz, 2018;Connell et al, 2014;Littledyke, 2004;Öztürk et al, 2017). However, some studies concluded that students made little use of school knowledge during reasoning about SSI (Byrne et al, 2014;Covitt et al, 2009;Lundström et al, 2012).…”

Section: Knowledgementioning

confidence: 99%

“…These external resources are also recognizable as important within the literature about SSIrelated learning and decision-making. During decision-making about SSI, students' family and friends appear to be an important source of information (Covitt et al, 2009;Lundström et al, 2012;Öztürk et al, 2017;Walsh & Tsurusaki, 2018). Students discuss SSI with family and friends, family and friends stimulate the use of particular media sources, and family practices provide students with information about SSI.…”

Section: External Resourcesmentioning

confidence: 99%

“…Students can use community resources, reason from a community perspective, work with community organizations, or interview community members. Finally, media such as television, documentaries, advertisements, newspapers, and the Internet (forms of popular culture) have been widely shown to be an important source of information about SSI (Connell et al, 1999(Connell et al, , 2014Littledyke, 2004;Lundström et al, 2012;Öztürk et al, 2017;Van Lieshout & Dawson, 2016). In a study with adults, social media was also shown to be a source of knowledge about SSI (Wen, 2018).…”

Section: External Resourcesmentioning

confidence: 99%

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Strengthening science education through attention to student resources: A conceptualization of socioscientific capital

et al. 2022

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In this position paper, we introduce the concept of socioscientific capital (SSC) to denote students' resources that unequivocally play a part when students learn about and make decisions regarding socioscientific issues (SSIs). Students use a variety of resources when they engage with SSI. Our conceptualization of SSC expands on current conceptualizations to refer to resources related to both the scientific and the non‐scientific aspects of SSI, including internal resources (personal experiences, values, attitudes, beliefs, knowledge, and skills), external resources (family, friends, communities, and media), and meta‐level resources (dominant frames and cultures). Aiming to strengthen SSI education, we argue for taking into account how students' resources impact their SSI‐related learning and decision‐making. To this end, insight into students' SSC is needed and is imperative for teachers. By bringing together literature about SSI education and literature about students' resources, we provide a conceptual view on students' SSC and describe implications for SSI education.

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Section: Knowledgementioning

confidence: 99%

Section: External Resourcesmentioning

confidence: 99%

Section: External Resourcesmentioning

confidence: 99%

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Strengthening science education through attention to student resources: A conceptualization of socioscientific capital

et al. 2022

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“…Although some studies have concluded that students made little use of school knowledge during reasoning about SSI (Byrne et al, 2014; Covitt et al, 2009; Lundström et al, 2012), school can nevertheless be an important source of SSI‐related information (Çapkinoglu & Yilmaz, 2018; Connell et al, 2014; Littledyke, 2004; Öztürk et al, 2017). In a large‐scale study among 5688 Australian students aged 16 or 17, students' environmental information sources were questioned (Connell et al, 2014).…”

Section: Sources Of Knowledge About Ssimentioning

confidence: 99%

Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes

et al. 2022

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The current study is about students' engagement with socioscientific issues (SSI). We explored the use of sources of knowledge about SSI and attitudes toward SSI among a sample of 1676 Dutch 8‐ to 16‐year‐old students. First, we developed a questionnaire that measured students' use of four sources of knowledge about SSI: Social Resources (online media use and talking with parents and friends), In‐Class Resources (in‐class talk and in‐class offline media use), Visit Resources (visiting the zoo or a science museum with parents or school), and Offline Media Resources (engaging with issues or the news via books, magazines, newspapers, or TV). Second, we performed a latent profile analysis to explore students' patterns of use of these sources. This resulted in five profiles: Social Visitors (5.9%), Offline Media Consumers (10.6%), Media Discussers (14.3%), In‐Class Users (21.0%), and Non‐Users (48.3%). Third, we related these profiles to students' attitudes toward SSI, as measured with the Pupils' Attitudes toward Socioscientific Issues (PASSI) questionnaire. In line with the sources of knowledge profiles, the Non‐Users felt and thought most negatively about engagement with SSI, while the Media Discussers showed the most positive attitudes. We believe that our exploration of the profiles adds to the discourse about students' socioscientific capital. Moreover, this study informs teachers about the resources that students may bring into the learning environment and their decision‐making about SSI. The study concludes with practical suggestions about stimulating the use of sources of knowledge for certain groups of students and fostering positive attitudes toward engagement with SSI.

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“…Therefore, it is necessary to find out the thoughts of individuals in different teaching levels about climate change and global warming constituting one of the most significant problems of today's world and to take the necessary steps to determine and eliminate their misconceptions, if they have any. One of these institutions is the Science and Art centers (BILSEM) where gifted children are educated by flexible programs (Öztürk, Eş, & Turgut, 2017).…”

Section: Introductionmentioning

confidence: 99%

Examination of Perceptions of Gifted Students About Climate Change and Global Warming

Mutlu

Nacaroğlu

2019

JBSE

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The aim of this research was to examine the perceptions of gifted students about climate change and global warming from socio-scientific topics. Phenomenology design, which is a qualitative research design, was used in the research.The sample group consisted of 53 gifted students studying in a Science and Art Center located in Anatolia in the 2018-2019 academic year. As data collection tool, the draw-write-tell technique was used. The drawings of the students were grouped into four categories as causes of climate change and global warming, their results, recommendations and unacceptable drawings; whereas, the compositions of the students and the focus group interviews were collected under three categories including causes, results and recommendations as a result of content analysis. The research results suggested that while the perception levels of gifted students about the causes and possible results of climate change and global warming were high, their perception level about the solution of these problems was quite low. In addition, it was determined that students had misconceptions about climate change and global warming.Besides, the research results showed that the draw-write-tell technique was a useful tool in determining the students' perception about socio-scientific subjects.

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

Cited by 9 publications

References 23 publications

Strengthening science education through attention to student resources: A conceptualization of socioscientific capital

Strengthening science education through attention to student resources: A conceptualization of socioscientific capital

Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes

Examination of Perceptions of Gifted Students About Climate Change and Global Warming

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