NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149432
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-4622
EISSN: N/A
Compelling Evidence: An Influence on Middle School Students' Accounts That May Impact Decision-Making about Socioscientific Issues
Emery, Katherine; Harlow, Danielle; Whitmer, Ali; Gaines, Steven
Environmental Education Research, v23 n8 p1115-1129 2017
This study investigates how middle school students make hypothetical purchasing, consuming, and voting decisions about environmental and science-related issues--a key component of environmental literacy. Fifty-three female students were given a packet containing multiple excerpts of information from conflicting positions from stakeholders and interviewed about how they would make decisions about environmental and science-related issues. We first investigated whether and how information presented as evidence influenced students' accounts that may impact their decision-making (i.e. to make or change decisions). We then investigated how evidence type affected students' decision-making. Findings indicated that most students did not change their stance after reading additional contrasting information presented as evidence. Implications for science teaching and learning are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE0832173