Exploring Pre-service Biology Teachers’ Informal Reasoning and Decision-Making About COVID-19

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2021-08-27 DOI:10.1007/s11191-021-00272-5

Cigdem Han-Tosunoglu, Ferah Ozer

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引用次数: 4

Abstract

The world has been fighting with the novel COVID-19 pandemic, which has scientific, societal, and ethical components, and thus it can be classified as one of the most challenging socio-scientific issues (SSI) of our era. The pandemic required individuals to make decisions on a variety of issues, and these decision-making processes are highly related to informal reasoning and individuals’ scientific literacy (SL). Thus, this paper aims to investigate the N = 26 pre-service biology teachers’ informal reasoning and decision-making modes within the real-time and dynamic COVID-19 pandemic context. The present study revealed that most of the participants made rationalistic based decisions about COVID-19 and social isolation. Moral-based decision-making, which is second-highest frequency among all decision-making modes, is also specific to COVID-19 and social isolation. Furthermore, the participants utilized different arguments while self-reasoning on the issue and convincing someone of their ideas about social isolation and COVID-19.

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职前生物教师对COVID-19的非正式推理和决策探析

世界正在与新型冠状病毒病(COVID-19)大流行作斗争，它具有科学、社会和伦理的成分，因此可以被归类为我们这个时代最具挑战性的社会科学问题之一。大流行病要求个人就各种问题作出决定，而这些决策过程与非正式推理和个人的科学素养高度相关。因此，本文旨在调查N = 26名职前生物教师在实时动态的COVID-19大流行背景下的非正式推理和决策模式。本研究表明，大多数参与者对COVID-19和社会隔离做出了理性的决定。基于道德的决策在所有决策模式中频率第二高，也是针对COVID-19和社会隔离的。此外，参与者在对这个问题进行自我推理并说服某人他们对社会孤立和COVID-19的看法时，使用了不同的论点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Science & Education Social Sciences-Education

CiteScore

5.90

自引率

0.00%

发文量

1117

审稿时长

6-12 weeks

期刊介绍： Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes: The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education. Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers. An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science. The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes. The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy. Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.