Students' reasoning and decision making about a socioscientific issue: A cross-context comparison

The objective of this research was to enhance two case studies of pre-service science teachers’ practice according to SSI-based teaching through collaborative action research. The case study participants had taken a field experience course in the universities in Bangkok in the academic year 2014. The researcher gathered data from classroom observation, students’ journal entries, and student artifacts. In addition, they were asked to write journal entries about their practices. Moreover, informal interviews were used for clarification. These collected data were analyzed using within-case and cross-case analyses. The findings showed that both case studies developed grade 10 students’ argumentation skills through SSI-based teaching in natural resource unit with 4 stages of teaching: issue stage; exploration stage; argument stage; and decision making stage for promoting students’ argumentation. Based on the collaborative action research, the participants changed their teaching to engage students with SSI; increasing facilitating of students’ group working in order to get more essential information; using role play to promote the effective students’ argumentation; and providing enough time for reviewing data to better support decision making. Keywords: Pre-service science teachers, Socioscientific issue-based teaching, Collaborative action research

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Adolescents’ learning and experiences of solving the need for dietary supplementation through socioscientific issue (SSI) method

Health Education ◽

10.1108/he-01-2019-0002 ◽

2019 ◽

Vol 119 (2) ◽

pp. 165-176

Author(s):

Sirpa Kärkkäinen ◽

Anu Hartikainen-Ahia ◽

Anna-Liisa Elorinne ◽

Johanna Hokkanen ◽

Katri Hämeen-Anttila

Keyword(s):

Decision Making ◽

Dietary Supplements ◽

Seventh Graders ◽

Content Type ◽

Rational Use ◽

Socioscientific Issue ◽

Know How ◽

Before And After ◽

Staged Model ◽

Interesting Learning

PurposeThe purpose of this paper is to assess the socioscientific issue (SSI) method as a way of improving seventh graders’ nutrition know-how on dietary supplements (DS), and to describe how students experience learning nutritional issues through the SSI method.Design/methodology/approachParticipants were seventh graders from three different classes (n=43). Health education intervention lasted 7 h and it embodied the three-staged model: the scenario, the inquiry and the decision-making stages. The study was qualitative in nature. The data were collected through a questionnaire before and after the intervention. The data were analyzed using summative content analysis.FindingsIntervention tended to deepen students’ know-how on vitamins and rational use of DS. Students’ experiences of learning nutritional issues through the SSI method were generally positive. The scenario stage was considered current and authentic. The inquiry stage and decision-making stage helped in understanding the societal connections between the study task and the rational use of DS.Practical implicationsSSI method enhances students’ knowledge about the rational use of DS. E-learning environment gave students possibilities to work collaboratively. Especially, possibilities to discuss with peers and share own experiences supported learning.Originality/valueTo solve the need of dietary supplements (DS) is a complex nutritional issue for society and for individuals. Since consumption of special diets has increased among adolescents, the rational consumption of DS is relevant and interesting learning topic at secondary school.

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Indicators of Informal and Formal Decision-making about a Socioscientific Issue

International Journal of Education in Mathematics Science and Technology ◽

10.18404/ijemst.05787 ◽

2016 ◽

Vol 5 (1) ◽

pp. 124 ◽

Cited By ~ 5

Author(s):

Jenny M. Dauer ◽

Michelle Lute ◽

Olivia Straka

Keyword(s):

Decision Making ◽

Socioscientific Issue

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Discarding optimality: Throwing out the baby with the bathwater?

Behavioral and Brain Sciences ◽

10.1017/s0140525x18001401 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 1

Author(s):

Patrick Simen ◽

Fuat Balcı

Keyword(s):

Decision Making ◽

Perceptual Decision Making ◽

Reward Rate ◽

Perceptual Decision ◽

Standard Observer ◽

Rate Maximization ◽

Reward Rate Maximization ◽

Descriptive Standard ◽

Observer Model

AbstractRahnev & Denison (R&D) argue against normative theories and in favor of a more descriptive “standard observer model” of perceptual decision making. We agree with the authors in many respects, but we argue that optimality (specifically, reward-rate maximization) has proved demonstrably useful as a hypothesis, contrary to the authors’ claims.

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LPCD framework: Analytical tool or psychological model?

Behavioral and Brain Sciences ◽

10.1017/s0140525x18001383 ◽

2018 ◽

Vol 41 ◽

Author(s):

David Danks

Keyword(s):

Decision Making ◽

Analytical Tool ◽

Mathematical Framework ◽

Bayesian Decision ◽

Perceptual Decision Making ◽

Psychological Model ◽

Psychological Reality ◽

Psychological Theories ◽

Target Article ◽

Bayesian Decision Making

AbstractThe target article uses a mathematical framework derived from Bayesian decision making to demonstrate suboptimal decision making but then attributes psychological reality to the framework components. Rahnev & Denison's (R&D) positive proposal thus risks ignoring plausible psychological theories that could implement complex perceptual decision making. We must be careful not to slide from success with an analytical tool to the reality of the tool components.

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Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000274 ◽

2018 ◽

Vol 41 ◽

Author(s):

Kevin Arceneaux

Keyword(s):

Decision Making ◽

Individual Differences ◽

Cognitive Processes ◽

Evolutionary History ◽

Behavioral Responses ◽

History Of ◽

Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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