Patterns of Informal Reasoning in the Context of Socioscientific Decision Making.

By Troy D. Sadler, D. Zeidler. 2005

733 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9f42626c5d4ef2799a9b3b114be4bdcaddc3de31

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In Developmental and Educational Psychology

In Education

Citations in the corpus

SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, background): “…developed from SSIs could benefit student’s ability to think scientifically or make better decisions (Chang & Chiu, 2008; Means & Voss, 1996; Sadler & Zeidler, 2005b; Voss et al., 1991; Zeidler et al., 2003; Zohar & Nemet, 2002) and to be aware of the limitations of science and technology,…”
High School Students’ Informal Reasoning Regarding a Socio‐scientific Issue, with Relation to Scientific Epistemological Beliefs and Cognitive Structures (2011, methodology): “(b) Reasoning quality: By modifying the analysis methods in Sadler and Zeidler (2004, 2005), this indicator assessed students’ abilities and skills to generate arguments for three different purposes, including supportive argument construction, counterposition construction, and rebuttal…”
Science students' critical examination of scientific information related to socioscientific issues (2006, result): “This probably explains why our student rarely focused on the moral and emotive aspects of the issues, as reported in other studies (Bell & Lederman, 2003; Sadler & Zeidler, 2005; Sadler & Zeidler, 2004a).”
Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines (2010, background): “This possible influence of affect heuristic on student argumentation about genetic engineering dilemmas was detected by Sadler and Zeidler (2005).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “Consistent with the results of others’ research involving undergraduate college students ( Sadler and Zeidler 2005a ), the preservice teachers’ talk about the ecological consequences of pesticide use was dominated by logicbased, rationalistic patterns of informal reasoning.”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “Therefore, the transfer of participants’ NOS understandings and argumentation skills could have been enhanced by the closely related contexts (Kok & Woolnough, 1994) as they both addressed ill-structured problems (Sadler & Zeidler, 2005).”
LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, background): “Students' argumentation skills on STSEs and SSIs have been identified as potentially powerful in enhancing scientific literacy ( Sadler & Zeidler, 2005 ).”
What Do Students Gain by Engaging in Socioscientific Inquiry? (2007, methodology): “Specific contexts for these studies have ranged from local environmental issues (Kortland, 1996; Pedretti, 1999) to use of nuclear fuels (Yang & Anderson, 2003) and genetic engineering ( Sadler & Zeidler, 2005 ).”
Nature of Science and Decision-Making (2012, background): “Socioscientific issues are open‐ended, ill‐structured, debatable problems that involve multiple perspectives and interpretations (Sadler & Zeidler, 2005 ).”
Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics (2010, methodology): “Some studies suggest a positive relationship (e.g., Aufschnaiter et al. 2008; Zohar and Nemet 2002) while others do not (e.g., Kuhn 1991).”