Understandings of the nature of science and decision making on science and technology based issues

By Randy L. Bell, Norman G. Lederman. 2003

496 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6738226d4e4aa11e9540237cc5c7339b4e2367a4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “…for explicit discussions of NOS, several researchers have proposed relationships between NOS views and decision-making in SSI (Abd-El-Khalick, 2003; Bell & Lederman, 2003; Bell, Matkins, & Gansneder, 2011; Sadler, Chambers, & Zeidler, 2002, 2004; Zeidler, Walker, Ackett, & Simmons, 2002).”
Contextual epistemic development in science: A comparison of chemistry students and research chemists (2006, background): “One aspect worth noting is that the results of the current study contrast with those of past researchers who have suggested that scientists may have relatively unsophisticated understandings of the nature of science (see, for example, Bell & Lederman, 2003).”
High School Students’ Informal Reasoning Regarding a Socio‐scientific Issue, with Relation to Scientific Epistemological Beliefs and Cognitive Structures (2011, background): “However, most of these relevant studies were conducted qualitatively (e.g., Bell & Lederman, 2003; Sadler et al., 2004; Zeidler et al., 2002).”
Are we prepared? : An assessment of preservice science teacher educators' beliefs about nature of science (2006, background): “Therefore, nature of science (NOS) has been the focus of attention in science education circles as a primary component of scientific literacy ( Bell & Lederman, 2003; Meichtry, 1999).”
Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students (2009, background): “This work 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 ); a”
Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course (2007, background): “While this finding differs from results of a previous investigation into the decision making of a highly educated group of academicians ( Bell & Lederman, 2003 ), it is consistent with research into the relationship of high school and undergraduate students’ nature of science”
Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines (2010, background): “It is suggested according to these results that educators should give more space to and respect student values in socio‐scientific issues (Bell & Lederman, 2003 ; Fleming, 1986a ; Sadler & Zeidler, 2005 ).”
Students’ positions and considerations of scientific evidence about a controversial socioscientific issue (2008, result): “Different results were obtained by Bell and Lederman (2003) on university professors’ decision making on socioscientific issues (e.g., foetal tissue implantations, global warming, the relationship between diet and cancer and the relationship between smoking and cancer).”
Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry (2014, background): “While the influence of these understandings on decision-making is questionable (Bell and Lederman 2003), an understanding of the epistemology of science does provide a broader lens through which students may consider the context of their choices.”
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 ).”
Socioscientific Argumentation: The effects of content knowledge and morality (2006, background): “…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, 2004), and adults (Bell & Lederman, 2003).”
Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science (2002, background): “Establishing the Construct Validity of the VNOSB A recent investigation (Bell, 1999) into the decision making of NOS experts and nonexperts provided an excellent opportunity to assess the construct validity of the VNOSB.”
Student conceptualizations of the nature of science in response to a socioscientific issue (2004, background): “The position advocated here has been supported by other studies and commentaries that focus on NOS and socioscientific issues (Bell 1999, Kolstø 2001a, Zeidler et al. 2002).”