Application of construal level and value-belief norm theories to undergraduate decision-making on a wildlife socio-scientific issue
One aim of science education is to develop scientific literacy for decision-making in daily life. Socio-scientific issues (SSI) and structured decision-making frameworks can help students reach these objectives. This research uses value belief norm (VBN) theory and construal level theory (CLT) to ex...
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| Veröffentlicht in: | International journal of science education 2018-06, Vol.40 (9), p.1058-1075 |
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| container_title | International journal of science education |
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| creator | Sutter, A. McKinzie Dauer, Jenny M. Forbes, Cory T. |
| description | One aim of science education is to develop scientific literacy for decision-making in daily life. Socio-scientific issues (SSI) and structured decision-making frameworks can help students reach these objectives. This research uses value belief norm (VBN) theory and construal level theory (CLT) to explore students' use of personal values in their decision-making processes and the relationship between abstract and concrete problematization and their decision-making. Using mixed methods, we conclude that the level of abstraction with which students problematise a prairie dog agricultural production and ecosystem preservation issue has a significant relationship to the values students used in the decision-making process. However, neither abstraction of the problem statement nor students' surveyed value orientations were significantly related to students' final decisions. These results may help inform teachers' understanding of students and their use of a structured-decision making tool in a classroom, and aid researchers in understanding if these tools help students remain objective in their analyses of complex SSIs. |
| doi_str_mv | 10.1080/09500693.2018.1467064 |
| format | Article |
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McKinzie</creatorcontrib><creatorcontrib>Dauer, Jenny M.</creatorcontrib><creatorcontrib>Forbes, Cory T.</creatorcontrib><title>Application of construal level and value-belief norm theories to undergraduate decision-making on a wildlife socio-scientific issue</title><title>International journal of science education</title><description>One aim of science education is to develop scientific literacy for decision-making in daily life. Socio-scientific issues (SSI) and structured decision-making frameworks can help students reach these objectives. This research uses value belief norm (VBN) theory and construal level theory (CLT) to explore students' use of personal values in their decision-making processes and the relationship between abstract and concrete problematization and their decision-making. Using mixed methods, we conclude that the level of abstraction with which students problematise a prairie dog agricultural production and ecosystem preservation issue has a significant relationship to the values students used in the decision-making process. However, neither abstraction of the problem statement nor students' surveyed value orientations were significantly related to students' final decisions. 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McKinzie ; Dauer, Jenny M. ; Forbes, Cory T.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c426t-a604c9ee5fb6f1b0d7cfa8d3e20b6787771313933c0f90856f4d20d345fca2d93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Activities of daily living</topic><topic>Agricultural Production</topic><topic>Beliefs</topic><topic>Classrooms</topic><topic>Construal level theory</topic><topic>Controversial Issues (Course Content)</topic><topic>Decision Making</topic><topic>Ecosystems</topic><topic>Educational materials</topic><topic>Educational Theories</topic><topic>Learning Modules</topic><topic>Likert Scales</topic><topic>Mixed Methods Research</topic><topic>Norms</topic><topic>Preservation</topic><topic>Regression (Statistics)</topic><topic>Science and Society</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Scientific Literacy</topic><topic>Social Values</topic><topic>socio-scientific issues</topic><topic>Statistical Data</topic><topic>Student Surveys</topic><topic>Students</topic><topic>Teachers</topic><topic>undergraduate education</topic><topic>Undergraduate Students</topic><topic>Values</topic><topic>Wildlife</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sutter, A. McKinzie</creatorcontrib><creatorcontrib>Dauer, Jenny M.</creatorcontrib><creatorcontrib>Forbes, Cory T.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>International journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sutter, A. 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This research uses value belief norm (VBN) theory and construal level theory (CLT) to explore students' use of personal values in their decision-making processes and the relationship between abstract and concrete problematization and their decision-making. Using mixed methods, we conclude that the level of abstraction with which students problematise a prairie dog agricultural production and ecosystem preservation issue has a significant relationship to the values students used in the decision-making process. However, neither abstraction of the problem statement nor students' surveyed value orientations were significantly related to students' final decisions. 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| source | Taylor & Francis Journals Complete |
| subjects | Activities of daily living Agricultural Production Beliefs Classrooms Construal level theory Controversial Issues (Course Content) Decision Making Ecosystems Educational materials Educational Theories Learning Modules Likert Scales Mixed Methods Research Norms Preservation Regression (Statistics) Science and Society Science education Science Instruction Scientific Literacy Social Values socio-scientific issues Statistical Data Student Surveys Students Teachers undergraduate education Undergraduate Students Values Wildlife |
| title | Application of construal level and value-belief norm theories to undergraduate decision-making on a wildlife socio-scientific issue |
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