Exploring University Students

Su-Chi Fang; Ying-Shao Hsu

doi:10.6173/CJSE.2017.2504.04

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P391 - 412

社会科学 > 教育学

DOI： 10.6173/CJSE

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Exploring University Students' Group and Individual Socioscientific Decision Making with Web-Based Instruction

探讨大学生在社会性科学议题情境中个人与集体决策能力之展现

方素琦(Su-Chi Fang) ；许瑛玿(Ying-Shao Hsu)

科学教育学刊； 25 卷 4 期 (2017 / 12 / 01) ， P391 - 412

英文 DOI： 10.6173/CJSE.2017.2504.04

Decision Making ； Socioscientific Issues ； Web-Based Learning Environments ；决策能力；社会性科学议题；线上学习环境

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摘要 │ 参考文献 (48) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

In this study, we designed a web-based learning environment about water resources to support students' socioscientific decision making. The purposes of the study were to analyze and compare undergraduate students' interdisciplinary thinking and decision making at the individual and collective levels. Individual students first completed the web-based learning unit at home, in which they needed to decide on a suitable location for building a dam. Then, they worked in groups, discussing, debating, and negotiating to reach a group decision. Individual interdisciplinary thinking and decision making were recorded by the web-based platform. Group discussions were audio- and video-taped. Interdisciplinary thinking was analyzed qualitatively based on the SEE-SEP framework. Decision-making approaches were examined and categorized into different proficiency levels. The results show that, compared to individual decision making, the students used more moral or ethical considerations and made more links to personal experiences when engaged in group discussion. Despite wider aspects being considered at the group level, some facets such as their beliefs, values, and experiences regarding science were not adopted in the arguments at either the individual or the group level. Although a few students were able to use compensatory strategies when making individual decisions, none of the groups employed compensatory strategies to reach a group decision. The comparison between individual and collective levels manifests that group discussions can facilitate interdisciplinary thinking. The deficiencies in the group decision making identified in the study such as lack of deep reflection and not using a refined decision-making strategy underscore the need to provide scaffolds for collective decision making.

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参考文献 ( 48 ) 〈TOP〉

Acar, O.,Turkmen, L.,Roychoudhury, A.(2010).Student difficulties in socio-scientific argumentation and decision-making research findings: Crossing the borders of two research lines.International Journal of Science Education,32(9),1191-1206.
Aikenhead, G. S.(1985).Collective decision making in the social context of science.Science Education,69(4),453-475.
Albe, V.(2008).When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students' argumentation in group discussions on a socio-scientific issue.Research in Science Education,38(1),67-90.
Balgopal, M. M.,Wallace, A. M.,Dahlberg, S.(2017).Writing from different cultural contexts: How college students frame an environmental SSI through written arguments.Journal of Research in Science Teaching,54(2),195-218.
Bell, R. L.,Lederman, N. G.(2003).Understandings of the nature of science and decision making on science and technology based issues.Science Education,87(3),352-377.

被引用文献 ( 1 ) 〈TOP〉

张文馨(Wen-Xin Zhang);许瑛玿(Ying-Shao Hsu);何玉婷(Yu-Ting Ho);刘承珏(Cheng-Chueh Liu)(2023)。社会性科学议题决策学习模组的成效。教育科学研究期刊。68(1)。167-198。

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