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Informal reasoning regarding sociosc...

Sadler, Troy Dow.

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Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge./
Author:	Sadler, Troy Dow.
Description:	201 p.
Notes:	Major Professor: Dana L. Zeidler.
Contained By:	Dissertation Abstracts International64-02A.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080007

Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge.
Sadler, Troy Dow.

Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge. - 201 p.

Major Professor: Dana L. Zeidler.

Thesis (Ph.D.)--University of South Florida, 2003.

This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter-scenario non-contradiction, counter position construction, and rebuttal construction) and were more likely to incorporate content knowledge in their reasoning patterns than participants with more naive understandings of genetics. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. In addition, the findings underscore the need for teachers to consider students' content knowledge when determining the appropriateness of socioscientific curricula. Implications and recommendations for future research are discussed.Subjects--Topical Terms:

1017897
Education, Sciences.

Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge.
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100 1 $a Sadler, Troy Dow. $3 1261409
245 1 0 $a Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge.
300 $a 201 p.
500 $a Major Professor: Dana L. Zeidler.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0449.
502 $a Thesis (Ph.D.)--University of South Florida, 2003.
520 $a This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter-scenario non-contradiction, counter position construction, and rebuttal construction) and were more likely to incorporate content knowledge in their reasoning patterns than participants with more naive understandings of genetics. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. In addition, the findings underscore the need for teachers to consider students' content knowledge when determining the appropriateness of socioscientific curricula. Implications and recommendations for future research are discussed.
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