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Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

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Title: Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning
Language: English
Authors: Gresch, Helge, Hasselhorn, Marcus, Bögeholz, Susanne
Source: Research in Science Education. Feb 2017 47(1):95-118.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Decision Making, Science Education, Science and Society, Reflection, Independent Study, High School Students, Computer Uses in Education, Sustainable Development, Pretests Posttests, Science Instruction, Secondary School Science
DOI: 10.1007/s11165-015-9491-9
ISSN: 0157-244X
Abstract: Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.
Abstractor: As Provided
Number of References: 73
Entry Date: 2017
Accession Number: EJ1127148
Database: ERIC
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  Data: Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+Education%22"><i>Research in Science Education</i></searchLink>. Feb 2017 47(1):95-118.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 10.1007/s11165-015-9491-9
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  Data: 0157-244X
– Name: Abstract
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  Group: Ab
  Data: Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.
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        Value: 10.1007/s11165-015-9491-9
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        StartPage: 95
    Subjects:
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science and Society
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      – SubjectFull: Reflection
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      – SubjectFull: Secondary School Science
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