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Titel
Enhancing decision-making in STSE education by inducing reflection and self-regulated learning
Autoren GND-ID; GND-ID ORCID; GND-ID
OriginalveröffentlichungResearch in science education 47 (2017) 1, S. 95-118 ZDB
Dokument (formal und inhaltlich überarbeitete Version)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)Computerunterstütztes Verfahren; Deutschland; Entscheidung; Fragebogen; Intervention; Kompetenz; Schüler; Sekundarstufe II; Selbstgesteuertes Lernen; Selbstreflexion; Selbstregulation; Strategie; Test; Training
TeildisziplinEmpirische Bildungsforschung
Pädagogische Psychologie
DokumentartAufsatz (Zeitschrift)
ISSN0157-244X
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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 suc- cessful 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. (DIPF/Orig.)
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Eintrag erfolgte am16.09.2019
Empfohlene ZitierungGresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne: Enhancing decision-making in STSE education by inducing reflection and self-regulated learning - In: Research in science education 47 (2017) 1, S. 95-118 - URN: urn:nbn:de:0111-pedocs-174332 - DOI: 10.1007/s11165-015-9491-9
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