Compelling evidence: an influence on middle school students’ accounts that may impact decision-making about socioscientific issues

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

Abstract

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

http://ow.ly/mBi4303Ve9r

#newEERpaper

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