Preservice Elementary Teachers' Socioscientific Reasoning during a Decision-Making Activity in the Context of COVID-19

Autor/inn/en	Ha, Heesoo; Park, Wonyong; Song, Jinwoong
Titel	Preservice Elementary Teachers' Socioscientific Reasoning during a Decision-Making Activity in the Context of COVID-19
Quelle	In: Science & Education, 32 (2023) 6, S.1869-1886 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Wonyong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00359-7
Schlagwörter	COVID-19; Pandemics; Decision Making; Preservice Teachers; Elementary School Teachers; Evidence; Epidemiology; School Closing; Perspective Taking; In Person Learning; Teacher Attitudes; Parent Attitudes; Scientific Research; Social Problems + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Evidenz; Epidemiologie; School closings; Schule; Schließung; Schließung (von Schulen); Zukunftsperspektive; Lehrerverhalten; Elternverhalten; Social problem; Soziales Problem
Abstract	The ongoing COVID-19 pandemic has highlighted the role of informed decision-making in times of crisis and the need for equipping teachers with the ability to address socioscientific issues in the classroom. In this study, we examine the features of socioscientific reasoning found in preservice elementary teachers' group discussions on the issue of school reopening during the pandemic. Using socioscientific reasoning and perspective taking as theoretical lenses, we analyzed how the participants constructed and justified arguments about the issue from the perspectives of three stakeholders the Minister of Education, a teacher, and a parent. The analysis revealed the participants' tendency to reach a premature decision and then cherry-pick evidence supporting the predetermined conclusion. As they examined relevant evidence, they often specified their initial claims by adding conditions to make it less objectionable and more defensible. We also illustrate how they used two different types of evidence, mechanistic and epidemiological, to support their claims about school reopening, and how perspective taking influenced their reasoning processes. Based on these findings, we discuss the potential of the perspective-based approach for supporting elementary teachers' decision-making about socioscientific issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01