High school students’ decision making about sustainability

Abstract

This study examined decision making in an urban US high school classroom in which tenth‐grade students analyzed scientific evidence about current issues of sustainability, technology and society. A full‐year course, called Science and Sustainability, was used in both groups, and a computer program, called Convince Me, provided scaffolding for making evidence‐based decisions for one group. During the course of instruction, both the groups completed open‐ended written assessments. Limited student progress, in using evidence to support claims and in weighing benefits and drawbacks, was demonstrated. The Convince Me group showed more significant gains than the Science and Sustainability group alone. Implications for instruction are discussed.

Acknowledgements

This research was supported by a traineeship from the National Science Foundation, Reforming Education through Science and Design, and other support from the University of California at Berkeley. I would like to gratefully acknowledge Professor Michael Ranney, the Science Education for Public Understanding Program, and the teachers and students involved in the study. Thanks also to Professor John Hurst, Diana Wu, Jennifer Lin and the Asian Pacific Environmental Network.