References
- Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers'conceptions of nature of science: a cricital review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044
- Aikenhead, G. S. (1992). The development of a new instrument: ' views on sciencetechnology- society'(VOSTS). Science Education, 76(5), 477-491. https://doi.org/10.1002/sce.3730760503
- Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: students' argumentation in group discussions on a socioscientific issue. Research In Science Education, 38, 67-90. doi: 10.1007/s11165-007-9040-2
- Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87(3), 352-377. https://doi.org/10.1002/sce.10063
- Brookfield, S., & Preskill, S. (2005). Discussion as a way of teaching: tools and techniques for democratic classroom. San Francisco: Jossey-Bass.
- DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
- Fleming, R. (1986a). Adolescent reasoning in socio-scientific issues part II: nonsocial cognition. Journal of Research in Science Teaching, 23(8), 689-698. https://doi.org/10.1002/tea.3660230804
- Fleming, R. (1986b). Adolescent reasoning in socio-scientific issues, part I: social cognition. Journal of Research in Science Teaching, 23(8), 677-687. https://doi.org/10.1002/tea.3660230803
- Hodson, D. (2003). Time for action: science education for an alternative future. International Journal of Science Education, 25(6), 645-670. https://doi.org/10.1080/09500690305021
- Hodson, D. (2008). Towards scientific literacy: A teachers'guide to the history, philosophy and sociology of science. Rotterdam, The Netherlands: Sense Publishers.
- Hurd, P. D. (1958). Science literacy: its meaning for American schools. Educational Leadership, 16(1), 13-16.
- Jho, H., & Song, J. (2011). The observation type of primary students and the effect of their views of science on observation activity in anomalous situation. Journal of Korean Elementary Science Education, 30(4), 405-414.
- Klopfer, L. (1971). Evaluation of learning in science. In B. S. Bloom, J. T. Hastings & G. F. Madaus (Eds.), Handbook of formative and summative evaluation (pp. 559-642). New York: McGraw-Hill.
- Klopfer, L. (1976). A structure for the affective domain in relation to science education. Science Education, 60(3), 299-312. https://doi.org/10.1002/sce.3730600304
- Kolst, S. D. (2006). Patterns in students' argumentation confronted with a risk-focused socio-scientific Issue. International Journal of Science Education, 28(14), 1689-1716. https://doi.org/10.1080/09500690600560878
- Langford, I. H., Marris, C., & O'Riordan, T. (1999). Public reactions to risk: social structures, images of science, and the role of trust. In P. Bennett & K. Calman (Eds.), Risk communication and public health (pp. 33-50). New York: Oxford University Press.
- Laugksch, R. C. (2000). Scientific literacy: a conceptual overview. Science Education, 84(1), 71-94. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<71::AID-SCE6>3.0.CO;2-C
- Lederman, N. G. (1992). Students'and teachers'conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29(4), 331-359. https://doi.org/10.1002/tea.3660290404
- Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners'conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
- Lederman, N. G., Nola, R., & Irzik, G. (2011). Current philosophical and educational issues in nature of science (NOS) research, and possible future directions. Paper presented at the 11th International IHPST and 6th Greek History, Philosophy and Science Teaching Joint Conference, Thessaloniki, Greece.
- Lederman, N. G., & O'Malley, M. (1990). Students'perception of tentativeness in science: development, use and source of change. Science Education, 74(2), 225-239. https://doi.org/10.1002/sce.3730740207
- Lewis, J., & Leach, J. (2006). Discussion of socio-scientific issue: the role of science knowledge. International Journal of Science Education, 28(11), 1267-1287. https://doi.org/10.1080/09500690500439348
- Liu, S.-Y., Lin, C.-S., & Tsai, C.-C. (2010). College students'scientific epistemological views and thinking patterns in socio-scientific decision-making. Science Education, 95(3), 497- 517.
- Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks, CA: Sage Publications, Inc.
- Organization for Economic Cooperation and Development (OECD). (1998). Instrument design: a framework for assessing scientific literacy. Arnhem, The Netherlands.: Programme for International Student Assessment.
- Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: teaching socioscientific issues. Philadelphia, PA: Open University Press.
- Sadler, T. D., Chambers, W., & Zeidler, D. L. (2004). Student conceptualization of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387-409. https://doi.org/10.1080/0950069032000119456
- Schommer-Aikins, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everday controversial issues. Journal of Psychology, 136(1), 5-20. https://doi.org/10.1080/00223980209604134
- Schwarz, N. (2000). Emotion, cognition, and decision making. Cognition and emotion, 14(4), 433-440. https://doi.org/10.1080/026999300402745
- Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
- Simonneaux, L., & Simonneaux, J. (2009). Socio-scientific reasoning influenced by identities. Cultural Studies of Science Education, 4, 705-711. https://doi.org/10.1007/s11422-008-9145-6
- Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: grounded theory procedures and techniques. Newbury Park, CA: Sage Publications, Inc.
- Walker, K. A., & Zeidler, D. L. (2007). Promoting discourse about socioscientific Issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387-1410. https://doi.org/10.1080/09500690601068095
- Zeidler, D. L., & Schafer, L. E. (1984). Identifying mediating factors of moral reasoning in science education. Journal of Research in Science Teaching, 21(1), 1-15. https://doi.org/10.1002/tea.3660210102
- Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), 343-367. https://doi.org/10.1002/sce.10025
Cited by
- A Literature Review of Studies on Socio-scientific Issues with a Focus on Decision Making vol.18, pp.1, 2014, https://doi.org/10.24231/rici.2014.18.1.191
- Profile of pre-service physics teachers’ decision-making skills related to electric circuit vol.1157, pp.None, 2013, https://doi.org/10.1088/1742-6596/1157/3/032071
- Construction and testing of decision-problem solving skills test instruments related basic physics content vol.1521, pp.None, 2013, https://doi.org/10.1088/1742-6596/1521/2/022007