Compelling evidence: an influence on middle school students’ accounts that may impact decision-making about socioscientific issues
– New EER Article Alert
Katherine Emery, Danielle Harlow, Ali Whitmer & Steven Gaines
Pages: 1-15 | DOI: 10.1080/13504622.2016.1225673
This study investigates how middle school students make hypothetical purchasing, consuming, and voting decisions about environmental and science-related issues – a key component of environmental literacy. Fifty-three female students were given a packet containing multiple excerpts of information from conflicting positions from stakeholders and interviewed about how they would make decisions about environmental and science-related issues. We first investigated whether and how information presented as evidence influenced students’ accounts that may impact their decision-making (i.e. to make or change decisions). We then investigated how evidence type affected students’ decision-making. Findings indicated that most students did not change their stance after reading additional contrasting information presented as evidence. Implications for science teaching and learning are discussed.
Keywords: Environmental education, decision-making, environmental issues