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ERIC Number: EJ1149432
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1350-4622
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.
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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