Patterns of informal reasoning in the context of socioscientific decision making
Patterns of informal reasoning in the context of socioscientific decision making
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DOI：
10.1002/tea.20042
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发表时间：
2005-01-01
影响因子：
4.6
通讯作者：
Zeidler, DL
中科院分区：
文献类型：
--
作者：
Sadler, TD;Zeidler, DL
本研究的目的是通过研究社会科学问题背景下科学教育改革和实践的突出因素，为理论知识基础做出贡献。这项研究探讨了个人如何谈判和解决基因工程的困境。定性的方法被用来检查模式的非正式推理和道德在这些过程中的作用。30名大学生分别参加了两个半结构式访谈，旨在探索他们的非正式推理，以应对六个基因工程方案。学生们展示了非正式推理的理性主义，情感和直觉形式的证据。唯物主义的非正式推理描述了基于理性的考虑;情绪化的非正式推理描述了基于护理的考虑;直觉推理描述了基于对场景背景的即时反应的考虑。参与者经常依赖于这些推理模式的组合，因为他们致力于解决个人的社会科学情景。大多数参与者至少欣赏他们的决定中的一些道德含义，这些考虑通常交织在非正式推理的整体模式中。这些结果强调，需要确保科学教室的环境中，直觉和情感，除了理性的价值。对未来研究的意义和建议进行了讨论。(C)2004 Wiley Periodicals，Inc.
The purpose of this study is to contribute to a theoretical knowledge base through research by examining factors salient to science education reform and practice in the context of socioscientific issues. The study explores how individuals negotiate and resolve genetic engineering dilemmas. A qualitative approach was used to examine patterns of informal reasoning and the role of morality in these processes. Thirty college students participated individually in two semistructured interviews designed to explore their informal reasoning in response to six genetic engineering scenarios. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. Implications and recommendations for future research are discussed. (C) 2004 Wiley Periodicals, Inc.