How Seventh-Grade Students Experience the Complexity of Socioscientific Issues through Decision Making on the Autonomous Vehicle Issue

Autor/inn/en	Mun, Jiyeong; Kim, Mijung; Kim, Sung-Won
Titel	How Seventh-Grade Students Experience the Complexity of Socioscientific Issues through Decision Making on the Autonomous Vehicle Issue
Quelle	In: Asia-Pacific Science Education, 8 (2022) 1, S.43-71 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mun, Jiyeong) ORCID (Kim, Mijung) ORCID (Kim, Sung-Won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Grade 7; Automation; Motor Vehicles; Decision Making; Social Problems; Artificial Intelligence; Anxiety; Student Attitudes; Middle School Students; Science Instruction; Group Discussion; South Korea + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Motor vehicle; Kraftwagen; Decision-making; Entscheidungsfindung; Social problem; Soziales Problem; Künstliche Intelligenz; Angst; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gruppendiskussion; Korea; Republik
Abstract	This study investigates what perspectives younger students considered and how they experienced the complexity of multiple perspectives about autonomous vehicle issues. Over the course of 6 weeks, 28 seventh-grade Korean students participated in role-play and group discussion to understand different perspectives on the issue. We qualitatively analyzed students' positions toward these issues before and after the class and their perspectives in group decision making. The results indicate that students showed anxiety toward artificial intelligence systems, thus opposing it. They also explained where their concerns about the new technology arose to justify their views and opposition. We also found different patterns when students experienced uneasiness and conflicts in a group decision-making process. The patterns can be classified as: (1) exploring multiple perspectives for decision making; and (2) experiencing conflicts in working toward group consensus. Implementations for incorporating diverse perspectives into teaching strategies are discussed. (As Provided).
Anmerkungen	BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01