Small Groups' Ecological Reasoning While Making an Environmental Management Decision.

By Kathleen Hogan. 2002

198 citations recorded by the source corpus.

Subfields: Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1d9129d8b288f8a9de2400623e7ab0007bfcce07

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In Management, Monitoring, Policy and Law

In Social Psychology

Citations in the corpus

High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses (2007, background): “To promote scientific literacy, learners’ informal reasoning on socio-scientific issues has been highlighted (e.g., Bell & Lederman, 2003; Hogan, 2002; Sadler, 2004, 2005; Sadler & Zeidler, 2005; Yang, 2004).”
Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework (2019, background): “Hogan [103] argues that learning occurs in social interactions and participation in a community of practice.”
High School Students’ Informal Reasoning Regarding a Socio‐scientific Issue, with Relation to Scientific Epistemological Beliefs and Cognitive Structures (2011, methodology): “…was mostly assessed by traditional assessment methods, such as multiple-choice questions, have suggested a relationship between learners’ conceptual understanding of science content and their informal reasoning on an SSI (e.g., Hogan, 2002; Sadler & Zeidler, 2004; Zohar & Nemet, 2002).”
Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines (2010, background): “In addition, students’ decision-making was less integrative, that is, students focused narrowly on particular themes and ignored other dimensions of the decision-making (Hogan, 2002).”
Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies. (2006, background): “These results have been documented in the decision-making of subjects varying greatly in age including middle school (Hogan, 2002; Pedretti &Hodson, 1995), high school (Fleming, 1986; Zeidler et al.”
Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. (2005, background): “Hogan (2002) reported that eighth grade students did not recognize the multifaceted nature of an environmental issue as they discussed the dilemma in individual interviews or in small group interactions.”
Socioscientific Argumentation: The effects of content knowledge and morality (2006, background): “These studies have documented the role of moral considerations in the decision-making of subjects varying greatly in age, including middle school (Hogan, 2002; Pedretti & Hodson, 1995), high school (Fleming, 1986a; Zeidler, Walker, Ackett, & Simmons, 2002), college (Sadler, 2004c; Sadler & Zeidler, ”
What Do Students Gain by Engaging in Socioscientific Inquiry? (2007, background): “In framing a case study of student environmental management decision-making, Hogan (2002) highlights key features of ecological systems including complex connections among interacting elements, temporal and spatial dynamism, and significant degrees of uncertainty and unpredictability.”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “Collaboration in the classroom may occur among students, teachers, and between students and teachers (Hogan, 1999, 2002).”
Preservice Science Teachers’ Informal Reasoning about Socioscientific Issues: The influence of issue context (2010, unknown): “…in Western Europe (Albe, 2008; Ekborg, 2008; Jimenez-Aleixandre et al., 2000; Kolstø, 2001b; Kortland, 1996; Patronis et al., 1999; Tytler, Duggan, & Gott, 2001) and the USA (Bell & Lederman, 2003; Hogan, 2002; Sadler, Chambers, & Zeidler, 2004; Zeidler & Schafer, 1984; Zeidler et al., 2002).”
Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students (2009, background): “…has provided empirical evidence for the role of moral considerations in SSI decision-making by individuals of various ages including middle school (Hogan, 2002; Pedretti, 1999); high school (Sadler & Donnelly, 2006; Fleming, 1986); college (Zeidler et al., 2002; Sadler 2004b); and adults (Bell &…”