The science and values that young people draw upon to make decisions about biological conservation issues

By Marcus Grace, M. Ratcliffe. 2002

184 citations recorded by the source corpus.

Subfields: General Agricultural and Biological Sciences, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/705efacd4e21a1196ad15551e91a06865be9b344

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Agricultural and Biological Sciences

1. V. Albe
2. D. Zeidler
3. Shu-Nu Chang Rundgren
4. Joseph Krajcik
5. B. Herman
6. Marcus Grace

In Management, Monitoring, Policy and Law

1. V. Albe
2. D. Zeidler
3. B. Herman
4. Marcus Grace

In Social Psychology

1. Shu-Nu Chang Rundgren
2. V. Albe
3. D. Zeidler
4. Joseph Krajcik
5. B. Herman
6. Marcus Grace
7. Carl-Johan Rundgren

Citations in the corpus

• Using the SEE-SEP Model to Analyze Upper Secondary Students’ Use of Supporting Reasons in Arguing Socioscientific Issues (2012, result): “We discovered that the value aspect was the supporting reason used most (67%), and knowledge was only about 27% (Fig. 2). This is in line with the results of other research in science education ( Grace and Ratcliffe 2002; Jime ´nez-Aleixandre and Pereiro-Mun ˜oz 2002).”
• The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care (2007, unknown): “... scientific data; they are challenged to consider what is right which necessarily entails normative ethical “oughts” and “shoulds.” This theoretical position on the place of morality in socio scientific education is supported with empirical findings which have documented how SSI stimulate student”
• Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens (2013, result): “This phenomenon is often reported in other literature (Bjerke & Kaltenborn, 1999; Grace & Ratcliffe, 2002; Lee et al., 2012; Mueller & Zeidler, 2010).”
• Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues (2012, result): “This result is quite consistent with previous research reported by Grace and Ratcliffe (2002). In their study, values that students expressed during decision-making episodes concerning biological conservations issues were counted and classified.”
• Students’ positions and considerations of scientific evidence about a controversial socioscientific issue (2008, background): “Some authors considered that students are led to emphasize personal experiences or values (Fensham 2002; Fleming 1986a, b; Grace and Ratcliffe 2002; Patronis et al. 1999; Sadler et al. 2004; Zeidler et al. 2002).”
• Developing High Quality Decision‐Making Discussions About Biological Conservation in a Normal Classroom Setting (2009, background): “Grace and Ratcliffe (2002) found that a minority of science teachers expect their 15–16-year-old students to include anthropocentric values in discussions about conservation.”