Pupil decision‐making about socio‐scientific issues within the science curriculum
Pupil decision‐making about socio‐scientific issues within the science curriculum
复制标题
学生在科学课程中关于社会科学问题的决策
DOI：
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
M. Ratcliffe
中科院分区：
文献类型：
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作者：
M. Ratcliffe
本研究探讨了英国一所学校15岁学生在对与科学相关的社会问题做出决策时所使用的技能、知识和价值观。决策过程的复杂性、群体社会互动以及推理中情感和认知标准之间的相互关系得到了承认。参加GCSE科学课程的男孩们在讨论、采访过程中被录音，并对他们的书面作业进行分析，其中决策任务是一个不可或缺的特征。理性学生决策的主要特征包括：理解问题理性分析的程序；认识和利用现有信息；澄清该问题所引起的关注和价值；认识到科学证据如何有助于作出决定；充分参与讨论问题的动机；对不同观点的考虑和尊重。
This study explores the skills, knowledge and values used by 15‐year‐old pupils, in a UK school, in making decisions about science‐related societal issues. The complexities of the decision‐making process, group social interactions, and the interrelationship between affective and cognitive criteria in reasoning, are acknowledged. Boys, undertaking a GCSE science course in which decision‐making tasks were an integral feature, were audio‐taped during discussion, interviewed, and had their written work analysed. Key features of well reasoned pupil decision‐making included: understanding procedures for rational analysis of the problem; awareness and use of available information; clarification of the concerns and values raised by the issue; recognition of how scientific evidence may assist in the decision; motivation to engage fully in discussing the issue; consideration of and respect for differing viewpoints about the issue.