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

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

doi:10.1080/09500693.2011.617789

Cited by 68 publications

(91 citation statements)

References 32 publications

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“…From a normative, educational perspective, students should be enabled to detect non-sustainable options based on societal norms regarding the framework of sustainable development and apply a non-compensatory strategy to such tasks. On the other hand, students should also be capable of identifying decision-making situations with equally legitimate options (i.e., options without knockout criteria based on societal norms) and employing a compensatory strategy (Eggert and Bögeholz 2006;Gresch et al 2011). Consequently, science and environmental education should foster the ability to distinguish between different types of decision-making situations to apply an appropriate decisionmaking strategy.…”

Section: Metadecision and Self-regulated Learningmentioning

confidence: 99%

“…; Eggert and Bögeholz 2006;Gresch et al 2011;Ratcliffe and Grace 2003). Sadler (2004) defines these types of issues as complex, open-ended and contentious problems that lack simple and straightforward solutions.…”

Section: Education For Sustainable Developmentmentioning

confidence: 99%

“…Two distinct perspectives were selected to describe the outcomes and mechanisms of the intervention: a summative evaluation to demonstrate the effects using a pre-post-follow-up control-group design and an in-depth analysis of qualitative data collected during the intervention. This paper focuses on the analyses of process-related data, and therefore, the results of the summative evaluation reported by Gresch et al (2011) will only be reviewed briefly before deriving our research questions.…”

Section: Outline Of the Research Projectmentioning

confidence: 99%

“…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%

“…To resolve socioscientific issues related to sustainable development, these concepts of metadecision and self-regulated learning can be combined to construct a training program that focuses on the reflective application of decision-making strategies (Gresch et al 2011). In the forethought phase, the learner analyzes the decisionmaking task in terms of the sustainability of the options.…”

Section: Metadecision and Self-regulated Learningmentioning

confidence: 99%

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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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Section: Metadecision and Self-regulated Learningmentioning

confidence: 99%

Section: Education For Sustainable Developmentmentioning

confidence: 99%

Section: Outline Of the Research Projectmentioning

confidence: 99%

Section: Decision-making In Science Educationmentioning

confidence: 99%

Section: Metadecision and Self-regulated Learningmentioning

confidence: 99%

See 3 more Smart Citations

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

Gresch

Bögeholz

2012

Res Sci Educ

Self Cite

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Students' recognition of educational demands in the context of a socioscientific issues curriculum

2019

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Students' difficulties in interpreting what counts as knowledge have been addressed in past research on science education. The implementation of progressivist pedagogy in terms of more student-active classroom practice and the introduction of a variety of discourses into the science classroom deepens students' difficulties. The integration of different forms and demands of knowledge and discourses typified by Science-in-Context initiatives, such as within the socioscientific framework, exemplifies this development in science education. Here, the diffuse boundaries between school subjects and other silos of knowledge lead to considerable difficulties for students to interpret what is expected from them. Such contexts having diffuse boundaries between, for example, subject discourses and other forms of knowledge, have been describes as contexts with weak classification. The present study aims to explore students' interpretation of what knowledge or meaning they are requested to produce in contexts with weak classification, here exemplified within an SSI-task. We use Bernstein's concepts of recognition rules and classification to analyze how 15to 16-year-old students develop their discussions in groups of 4-6 students. This study reports how students' recognition of the educational demands enabled integration of different discourses in their discussion, and that the use of both universalistic and particularistic meanings can produce new understandings. Students who had not acquired recognition rules were found to keep discourses apart, expressed either as rejection of the relevance of the task, answering questions as in a traditional school

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Pedagogical Framework for Developing Thinking Skills Using Smart Learning Environments

Murthy,

Iyer,

Mavinkurve

2023

Learning, Design, and Technology

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

Cited by 68 publications

References 32 publications

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

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

Students' recognition of educational demands in the context of a socioscientific issues curriculum

Pedagogical Framework for Developing Thinking Skills Using Smart Learning Environments

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