Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development.
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| Title: | Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development. |
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| Authors: | Gresch, Helge hgresch@uni-goettingen.de, Bögeholz, Susanne |
| Source: | Research in Science Education. Apr2013, Vol. 43 Issue 2, p733-754. 22p. 5 Charts, 2 Graphs. |
| Subject Terms: | *Sustainable development education, *Decision making, *Students, Socioeconomics, Environmental engineering |
| Abstract: | Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, ), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students' ( n = 120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 86406599 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gresch%2C+Helge%22">Gresch, Helge</searchLink><i> hgresch@uni-goettingen.de</i><br /><searchLink fieldCode="AR" term="%22Bögeholz%2C+Susanne%22">Bögeholz, Susanne</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Apr2013, Vol. 43 Issue 2, p733-754. 22p. 5 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Sustainable+development+education%22">Sustainable development education</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomics%22">Socioeconomics</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+engineering%22">Environmental engineering</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, ), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students' ( n = 120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-012-9287-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 733 Subjects: – SubjectFull: Sustainable development education Type: general – SubjectFull: Decision making Type: general – SubjectFull: Students Type: general – SubjectFull: Socioeconomics Type: general – SubjectFull: Environmental engineering Type: general Titles: – TitleFull: Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gresch, Helge – PersonEntity: Name: NameFull: Bögeholz, Susanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: Research in Science Education Type: main |
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