Gresch, Helge

[["dc.bibliographiccitation.firstpage","95"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Research in Science Education"],["dc.bibliographiccitation.lastpage","118"],["dc.bibliographiccitation.volume","47"],["dc.contributor.author","Gresch, Helge"],["dc.contributor.author","Hasselhorn, Marcus"],["dc.contributor.author","Boegeholz, Susanne"],["dc.date.accessioned","2018-11-07T10:28:05Z"],["dc.date.available","2018-11-07T10:28:05Z"],["dc.date.issued","2017"],["dc.description.abstract","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 successful 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."],["dc.description.sponsorship","German Research Foundation (Deutsche Forschungsgemeinschaft)"],["dc.identifier.doi","10.1007/s11165-015-9491-9"],["dc.identifier.isi","000394037200005"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/43342"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","PUB_WoS_Import"],["dc.publisher","Springer"],["dc.relation.issn","1573-1898"],["dc.relation.issn","0157-244X"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.title","Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","2587"],["dc.bibliographiccitation.issue","15"],["dc.bibliographiccitation.journal","International Journal of Science Education"],["dc.bibliographiccitation.lastpage","2607"],["dc.bibliographiccitation.volume","35"],["dc.contributor.author","Gresch, Helge"],["dc.contributor.author","Hasselhorn, Marcus"],["dc.contributor.author","Boegeholz, Susanne"],["dc.date.accessioned","2018-11-07T09:19:23Z"],["dc.date.available","2018-11-07T09:19:23Z"],["dc.date.issued","2013"],["dc.description.abstract","Dealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based programme was developed that trains secondary school students (grades 11-13) in decision-making strategies. The main research question is: does training students to use these strategies foster decision-making competence? In addition, the influence of meta-decision aids was examined. Students conducted a task analysis to select an appropriate strategy prior to the decision-making process. Hence, the second research question is: does combining decision-making training with a task analysis enhance decision-making competence at a higher rate? To answer these questions, 386 students were tested in a pre-post-follow-up control-group design that included two training groups (decision-making strategies/decision-making strategies combined with a task analysis) and a control group (decision-making with additional ecological information instead of strategic training). An open-ended questionnaire was used to assess decision-making competence in situations related to sustainable development. The decision-making training led to a significant improvement in the post-test and the follow-up, which was administered three months after the training. Long-term effects on the quality of the students' decisions were evident for both training groups. Gains in competence when reflecting upon the decision-making processes of others were found, to a lesser extent, in the training group that received the additional meta-decision training. In conclusion, training in decision-making strategies is a promising approach to deal with socio-scientific issues related to sustainable development."],["dc.identifier.doi","10.1080/09500693.2011.617789"],["dc.identifier.isi","000324458200005"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/28623"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Routledge Journals, Taylor & Francis Ltd"],["dc.relation.issn","1464-5289"],["dc.relation.issn","0950-0693"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.title","Training in Decision-making Strategies: An approach to enhance students' competence to deal with socio-scientific issues"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dspace.entity.type","Publication"]]