Patterns of Informal Reasoning in the Context of Socioscientific Decision Making

Autor/inn/en	Sadler, Troy D.; Zeidler, Dana L.
Titel	Patterns of Informal Reasoning in the Context of Socioscientific Decision Making
Quelle	In: Journal of Research in Science Teaching, 42 (2005) 1, S.112-138 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20042
Schlagwörter	Educational Change; Genetics; Science Education; Social Problems; Moral Values; Higher Education; College Students; Interviews; Cognitive Processes; Science Instruction; Student Attitudes; Student Reaction + Suchen Sie Ihr Suchwort? Bildungsreform; Humangenetik; Naturwissenschaftliche Bildung; Social problem; Soziales Problem; Moral value; Ethischer Wert; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Schülerkritik
Abstract	The purpose of this study is to contribute to a theoretical knowledge base through research by examining factors salient to science education reform and practice in the context of socioscientific issues. The study explores how individuals negotiate and resolve genetic engineering dilemmas. A qualitative approach was used to examine patterns of informal reasoning and the role of morality in these processes. Thirty college students participated individually in two semistructured interviews designed to explore their informal reasoning in response to six genetic engineering scenarios. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. Implications and recommendations for future research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10