Developing High Quality Decision-Making Discussions about Biological Conservation in a Normal Classroom Setting

Autor/in	Grace, Marcus
Titel	Developing High Quality Decision-Making Discussions about Biological Conservation in a Normal Classroom Setting
Quelle	In: International Journal of Science Education, 31 (2009) 4, S.551-570 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Class Activities; Learning Activities; Conservation (Environment); Discussion Groups; Peer Groups; Biodiversity; Sustainable Development; Teaching Methods; Pretests Posttests; Group Dynamics; Decision Making; Learning Processes; Group Discussion; Science Activities; Secondary School Students; Foreign Countries; Science Teachers; Science Education; Science Instruction; Scientific Concepts; Secondary School Science; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lernaktivität; Conservation; Environment; Konservierung; Bewahung; Umwelt; Gleichaltrigengruppe; Peer Group; Biodiversität; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendynamik; Decision-making; Entscheidungsfindung; Learning process; Lernprozess; Gruppendiskussion; Sekundarschüler; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The conservation of biodiversity is an important socio-scientific issue that is often regarded as a precondition to sustainable development. The foundation for citizens' understanding of conservation issues can be laid down in formal school education. This research focuses on decision-making discussions about biological conservation issues among 131 15-16-year-old students, to address two main research questions: (1) Can peer group decision-making discussions, in a normal science lesson setting, help develop students' personal reasoning in relation to conservation issues?; and (2) Are there features common to high quality discussions about conservation which might be readily identified by classroom teachers? Findings indicate the positive value of students taking part in these short decision-making discussions guided by a structured framework and as part of their normal science classroom activities. Students increase their quality of personal reasoning, and modify their solutions to the issues. The study begins to uncover features about students both as individuals and as members of discussion groups, which can be associated with high quality decision-making about conservation issues, and which teachers might realistically identify. The work calls for the need to cultivate these features and to integrate them appropriately with learning about the scientific concepts that underpin the theory and practice of conservation management. Such integration will facilitate the development of teaching strategies for dealing effectively with the complex topic of biological conservation; not just in terms of science content, but also in terms of how students are expected to engage with the issues. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10