166
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Justifying decision making in socio-scientific issues: the roles of reasoning and knowledge

ORCID Icon & ORCID Icon

References

  • Boehmert, C., Wiedemann, P., & Croft, R. (2016). Improving precautionary communication in the EMF field? Effects of making messages consistent and explaining the effectiveness of precautions. International Journal of Environmental Research and Public Health, 13(10), 992. https://doi.org/10.3390/ijerph13100992
  • Bräscher, A.-K., Raymaekers, K., Van den Bergh, O., & Witthöft, M. (2017). Are media reports able to cause somatic symptoms attributed to WiFi radiation? An experimental test of the negative expectation hypothesis. Environmental Research, 156, 265–271. https://doi.org/10.1016/j.envres.2017.03.040
  • Broad, W. J. (2019, July 16). The 5G health hazard that isn’t. The New York Times. https://doi.org/10.1111/cdev.13013
  • Bromme, R., & Goldman, S. R. (2014). The public’s bounded understanding of science. Educational Psychologist, 49(2), 59–69. https://doi.org/10.1080/00461520.2014.921572
  • Buys, L., Aird, R., Megen, K., Miller, E., & Sommerfeld, J. (2014). Perceptions of climate change and trust in information providers in rural Australia. Public Understanding of Science, 23(2), 170–188. https://doi.org/10.1177/0963662512449948
  • Cameron, R. (2009). A sequential mixed model research design: Design, analytical and display issues. International Journal of Multiple Research Approaches, 3(2), 140–152. https://doi.org/10.5172/mra.3.2.140
  • Chowdhury, M. F. (2015). Coding, sorting and sifting of qualitative data analysis: Debates and discussion. Quality & Quantity, 49(3), 1135–1143. https://doi.org/10.1007/s11135-014-0039-2
  • Conrads, J., Rasmussen, M., Winters, N., Geniet, A., & Langer, L. (2017). Digital education policies in Europe and beyond: Key design principles for more effective policies. Publications office of the European union. ISBN 978-92-79-77246-7. Retrieved from: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC109311/jrc109311_digedupol_2017-12_final.pdf
  • Cousin, M., & Siegrist, M. (2010). Risk perception of mobile communication: A mental models approach. Journal of Risk Research, 13(5), 599–620. https://doi.org/10.1080/13669870903236751
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. SAGE Publications.
  • Cross, R. T., & Price, R. F. (1999). The social responsibility of science and the public understanding of science. International Journal of Science Education, 21(7), 775–785. http://www.tandfonline.com.ezlibrary.technion.ac.il/doi/pdf/10.1080095006999290435
  • Crowell, A., & Schunn, C. (2016). Unpacking the relationship between science education and applied scientific literacy. Research in Science Education, 46(1), 129–140. https://doi.org/10.1007/s11165-015-9462-1
  • Dalyot, K., & Baram-Tsabari, A. (2018, 9-12 October). Non ionizing radiation on Facebook: Discussion patterns on social media. EARLI SIG 20-26 conference.
  • Dalyot, K., Rozenblum, Y., & Baram-Tsabari, A.. (2022). Justification of decision-making in response to COVID-19 socio-scientific dilemmas. In S. Oswald, M. Lewinski, S. Greco, & S. Villata (Eds.), The Pandemic of Argumentation (pp. 247–268). https://doi.org/10.1007/978-3-030-91017-4_13
  • Dalyot, K., Sharon, A. J., Barel Ben-David, Y., Orr, D., & Baram-Tsabari, A. (2021). Public engagement with science in everyday life: Perceptions of Wi-Fi radiation risks in schools. Research in Science Education, 51(2), 1035–1054.
  • Doksæter, S. A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650–662. https://doi.org/10.1002/met.1588
  • Drummond, C., & Fischhoff, B. (2017). Development and validation of the scientific reasoning scale. Journal of Behavioral Decision Making, 30(1), 26–38. https://doi.org/10.1002/bdm.1906
  • Elliott, P., Wadley, D., & Han, J. H. (2016). Determinants of homeowners’ attitudes to the installation of high-voltage overhead transmission lines. Journal of Environmental Planning and Management, 59(4), 666–686. https://doi.org/10.1080/09640568.2015.1035776
  • Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168–185. https://doi.org/10.1002/sce.20414
  • Fensham, P. J. (2014). Scepticism and trust: Two counterpoint essentials in science education for complex socioscientific issues. Cultural Studies of Science Education, 9(3), 649–661. https://doi.org/10.1007/s11422-013-9560-1
  • Fischhoff, B., & Kadvany, J. (2011). Risk: A very short introduction. Oxford University Press.
  • Freudenstein, F., Wiedemann, P. M., & Varsier, N. (2015). Exposure knowledge and risk perception of RF EMF. Frontiers in Public Health, 2(JAN), 1–8. https://doi.org/10.3389/fpubh.2014.00289
  • Golumbic, Y. N., Dalyot, K., Barel-Ben David, Y., & Keller, M. (2023). Establishing an everyday scientific reasoning scale to learn how non-scientists reason with science. Public Understanding of Science, 32(1), 40–55. https://doi.org/10.1177/09636625221098539
  • Hedendahl, L. K., Carlberg, M., Koppel, T., & Hardell, L. (2017). Measurements of radiofrequency radiation with a body-borne exposimeter in Swedish schools with Wi-Fi. Frontiers in Public Health, 5, 279. https://doi.org/10.3389/fpubh.2017.00279
  • Hendriks, F., Kienhues, D., & Bromme, R. (2016). Trust in science and the science of trust. In B. Blöbaum (Ed.), Trust and communication in a digitized world (pp. 143–159). Cham: Springer. https://doi.org/10.1007/978-3-319-28059-2_8
  • Heyd-Metzuyanim, E., Sharon, A. J., & Baram-Tsabari, A. (2021). Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education. Educational Studies in Mathematics, (108), 201–225.
  • Kahan, D. (2010). Fixing the communications failure. Nature, 463(7279), 296–297. https://doi.org/10.1038/463296a
  • Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2(10), 732–735. https://doi.org/10.1038/nclimate1547
  • Karipidis, K., Henderson, S., Wijayasinghe, D., Tjong, L., & Tinker, R. (2017). Exposure to radiofrequency electromagnetic fields from Wi-Fi in Australian schools. Radiation Protection Dosimetry, 175(4), 432–439. https://doi.org/10.1093/rpd/ncw370
  • Kolstø, 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
  • Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319–337. https://doi.org/10.1002/sce.3730770306
  • Laslo, E., & Baram-Tsabari, A. (2021). Expressions of science literacy in online public discussions of animal experimentation. International Journal of Science Education, Part B: Communication and Public Engagement, 11(1), 55–74. https://doi.org/10.1080/21548455.2020.1871103
  • Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285–302. https://doi.org/10.1007/s11191-012-9503-3
  • Lietz, C. A., Langer, C. L., & Furman, R. (2006). Establishing trustworthiness in qualitative research in social work: Implications from a study regarding spirituality. Qualitative Social Work, 5(4), 441–458. https://doi.org/10.1177/1473325006070288
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Luttrell, W. (2010). Qualitative educational research: Readings in reflexive methodology and transformative practice. Routledge. (Introduction).
  • Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Sage.
  • Mendes Luz, P., Nadanovsky, P., & Leask, J. (2020). How heuristics and cognitive biases affect vaccination decisions. Cadernos de Saúde Pública, 36(Suppl 2), https://doi.org/10.1590/0102-311X00136620
  • Ministry of Education. (2013). Hozer Mancal 3.6-11,10: Integrating ICT infrastructure and equipment in schools - health and safety implications. http://cms.education.gov.il/EducationCMS/Applications/Mankal/EtsMedorim/3/3-6/HoraotKeva/K-2013-3-3-6-11.htm (Hebrew)
  • National Academies of Sciences. (2016). Science literacy: Concepts, contexts, and consequences. The National Academies of Sciences: Science, Engineering, Medicine. https://doi.org/10.17226/23595
  • National Parent Association Vs. Minister of Education Gidon Sa'ar. (April 29, 2015). (File Number 6962/12). Retrieved from:.
  • National Science Board. (2016). Science & Engineering Indicators. Chapter 7: Science and technology: public attitudes and understanding. https://www.nsf.gov/statistics/2016/nsb20161/#/report
  • OECD. (2017). “Israel”, in education at a glance 2017: OECD indicators. OECD Publishing. http://doi.org/10.1787/eag-2017-53-en. http://www.oecdilibrary.org/docserver/download/9617041ec053.pdf?expires=1514800219&id=id&accname=guest&checksum=AA6F0F91CA1E007F072B8CCE27147CE9
  • OECD. (2017). OECD digital economy outlook 2017. OECD Publishing. https://doi.org/10.1787/9789264276284-en.
  • OECD. (2018). Adult education level (indicator) (Accessed on 3 December 2018). doi: 10.1787/36bce3fe-en.
  • OECD. (2020). PISA 2024 Strategic Vision and Direction for Science (Issue March). https://www.oecd.org/pisa/publications/pisa-2024-assessment-analytical-framework-science-strategic-vision-proposal.htm
  • Orr, D., & Baram-Tsabari, A. (2018). Science and politics in the polio vaccination debate on Facebook: A mixed-methods approach to public engagement in a science-based dialogue. Journal of Microbiology & Biology Education, 19(1), https://doi.org/10.1128/jmbe.v19i1.1500
  • Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 466–463. https://doi.org/10.1126/science.1182595
  • Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627–638. https://doi.org/10.1002/sce.20438
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
  • Peffer, M. E., & Ramezani, N. (2019). Assessing epistemological beliefs of experts and novices via practices in authentic science inquiry. International Journal of STEM Education, 6(1), https://doi.org/10.1186/s40594-018-0157-9
  • Plohl, N., & Musil, B. (2021). Modeling compliance with COVID-19 prevention guidelines: The critical role of trust in science. Psychology, Health & Medicine, 26(1), 1–12. https://doi.org/10.1080/13548506.2020.1772988
  • Roberts, D. A., & Bybee, R. W. (2014). Scientific literacy, science literacy, and science education. In G. L. Norman, & K. A. Sandra (Eds.), Handbook of research on science education Vol II (2nd, pp. 559–572). Routledge. https://doi.org/10.4324/9780203097267-38
  • Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of Science, 11(1), 33–56. https://doi.org/10.1088/0963-6625/11/1/302
  • Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science Education, 36(1), 1–44. https://doi.org/10.1080/03057260108560166
  • Saliev, T., Begimbetova, D., Masoud, A. R., & Matkarimov, B. (2019). Biological effects of non-ionizing electromagnetic fields: Two sides of a coin. Progress in Biophysics and Molecular Biology, 141, 25–36. Elsevier Ltd. https://doi.org/10.1016/j.pbiomolbio.2018.07.009
  • Shiwangi, G., Shyam Sharma, R., & Singh, R. (2022). Non-ionizing radiation as possible carcinogen. International Journal of Environmental Health Research, 32(4), 916–940. https://doi.org/10.1080/09603123.2020.1806212
  • Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26–28.
  • Taragin-Zeller, L., Rozenblum, Y., & Baram-Tsabari, A. (2020). Public engagement with science among religious minorities: Lessons from COVID-19. Science Communication, 42(5), 643–678. https://doi.org/10.1177/1075547020962107
  • Taragin-Zeller, L., Rozenblum, Y., & Baram-Tsabari, A. (2022). “We think this way as a society!”: Community-level science literacy among ultra-Orthodox Jews. Public Understanding of Science, 31(8), 1012–1028.
  • Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science, 211(30), 453–458. https://doi.org/10.1126/science.7455683
  • Weeth Feinstein, N. (2015). Education, communication, and science in the public sphere. Journal of Research in Science Teaching, 52(2), 145–163. https://doi.org/10.1002/tea.21192
  • Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education @BULLET Spring Journal of Elementary Science Education, 21(2), 49–58. http://files.eric.ed.gov/fulltext/EJ849716.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.