Students' Use of Decision-Making Strategies with Regard to Socioscientific Issues: An Application of the Rasch Partial Credit Model.
By Sabina Eggert, S. Bögeholz. 2009
142 citations recorded by the source corpus.
Subfields: Education, Management, Monitoring, Policy and Law, Social Psychology
View Paper: https://www.semanticscholar.org/paper/2a467d23f934b5d63a9a61ddce0bd1434aa4c34b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- R. Khishfe
- Shu-Nu Chang Rundgren
- Carl-Johan Rundgren
- U. Zoller
- W. Boone
- Troy D. Sadler
- D. Zeidler
- Sufen Chen
In Management, Monitoring, Policy and Law
In Social Psychology
Citations in the corpus
- SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, background): “…informed decisions on science- and technology-related social issues has been considered an important aspect of achieving scientific literacy worldwide (Aikenhead, 1985; Chang & Chiu, 2008; Eggert & Bögeholz, 2009; Lee, 2007; Millar & Osborne, 1998; MOE, 1998; Sadler, 2004a; Zeidler et al., 2005).”
- Inference to the Best Explanation (IBE) Versus Explaining for the Best Inference (EBI) (2015, unknown): “, their ‘‘ways of talking’’ and ‘‘strategies for solving problems’’ (Lehrer and Schauble 2015, p. 433), their ‘‘internal coherence’’ (Hammer and Sikorski 2015), and more generally, their strategies and abilities (Eggert and Bögeholz 2010).”
- Nature of Science and Decision-Making (2012, background): “However, there is little research about DM (Eggert & Bogeholz, 2010 ; Heath et al, 1987 ) and its relationship to NOS (Bell & Lederman, 2003 ).”
- Research-Based Transformative Science/STEM/STES/STESEP Education for “Sustainability Thinking”: From Teaching to “Know” to Learning to “Think” (2015, result): “Our findings corroborate the claimed gap between the rhetoric and philosophy of “STESEP education” and education for ‘sustainability thinking’ at all levels as well as in the reality of science education practice in K-12 schooling [33] and higher education [34].”
- Rasch Analysis for Instrument Development: Why, When, and How? (2016, methodology): “Many biology education researchers, two good examples being Eggert and Bögeholz (2010) and Jüttner et al. (2013), have used Rasch techniques and can serve as examples of how to go about this work.”