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The Effect of Issue-enquiry Teaching...

Yick, Ho Kuen.

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The Effect of Issue-enquiry Teaching on the Development of Decision-making Skills of Secondary School Students on Socio-scientific Issues.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Issue-enquiry Teaching on the Development of Decision-making Skills of Secondary School Students on Socio-scientific Issues./
Author:	Yick, Ho Kuen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	240 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10297365
ISBN:	9781369410884

The Effect of Issue-enquiry Teaching on the Development of Decision-making Skills of Secondary School Students on Socio-scientific Issues.
Yick, Ho Kuen.

The Effect of Issue-enquiry Teaching on the Development of Decision-making Skills of Secondary School Students on Socio-scientific Issues. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 240 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (D.Ed.)--The Chinese University of Hong Kong (Hong Kong), 2016.

According to the New Senior Secondary Liberal Studies Curriculum and Assessment Guide (Secondary 4-6), an issue-enquiry approach to the learning and teaching should be used to promote the ability of students to make informed decisions. In order to make an informed decision about an issue, students need to master decision-making skills. However, there is a scarcity of educational research concerning the teaching of decision-making skills in Liberal Studies in Hong Kong. The aim of the present research was to study how students can be helped to acquire decision-making skills through the exploration of socio-scientific issues using an issue-enquiry approach in Liberal Studies lessons.

ISBN: 9781369410884Subjects--Topical Terms:

2122828
Pedagogy.

The Effect of Issue-enquiry Teaching on the Development of Decision-making Skills of Secondary School Students on Socio-scientific Issues.
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245 1 4 $a The Effect of Issue-enquiry Teaching on the Development of Decision-making Skills of Secondary School Students on Socio-scientific Issues.
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300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Yujing Ni.
502 $a Thesis (D.Ed.)--The Chinese University of Hong Kong (Hong Kong), 2016.
520 $a According to the New Senior Secondary Liberal Studies Curriculum and Assessment Guide (Secondary 4-6), an issue-enquiry approach to the learning and teaching should be used to promote the ability of students to make informed decisions. In order to make an informed decision about an issue, students need to master decision-making skills. However, there is a scarcity of educational research concerning the teaching of decision-making skills in Liberal Studies in Hong Kong. The aim of the present research was to study how students can be helped to acquire decision-making skills through the exploration of socio-scientific issues using an issue-enquiry approach in Liberal Studies lessons.
520 $a The study was guided by three research questions: 1. What are the decision-making skills of the students before they are exposed to the issue-enquiry teaching designed by the researcher? 2. How will the decision-making skills of the students be improved after receiving issue-enquiry teaching? 3. What are the difficulties experienced by the students in making informed decisions in socio-scientific issues?
520 $a The researcher attempted to improve students' decision-making abilities through a pedagogical model for issue-enquiry teaching (Stimpson & Tao, 1994; Dawson, 2001) in Liberal Studies at his secondary school. The researcher carried out the research in his two S4 classes which comprised about 50 students. The researcher taught the students in these classes the six socio-scientific issues within six months for this study. The teaching content of these controversial issues was based on the following topics: 1. Should wind energy be developed in Clear Water Bay in Hong Kong? 2. Should Hong Kong stop using nuclear power? 3. Which countries have greater responsibility for global warming: developing countries or developed countries? 4. Which of the following methods can solve the organ shortage problem in Hong Kong: Free donation, Opting out, Compulsory donation, or Trading of organs? 5. Should we develop gene therapy technology? 6. Should the Hong Kong government set up laws for the labeling of GM food?
520 $a With the action research method, using tests, classroom observations and interviews, the student's decision-making abilities in socio-scientific issues were determined. Following the steps of the pedagogical model in issue-enquiry approach, students participated in various teaching activities such as group discussion, role-play and worksheets. Their performance in these activities was analyzed by the researcher to determine the teaching effectiveness. In order to measure students' decision-making abilities, the researcher developed a set of assessment rubrics for application in the three elements of decision-making. These elements are the acquisition and application of knowledge, consideration of values and review of decisions. Under each of these element, the researcher developed some progressive indicators to show the difference among students' performance.
520 $a Pre-tests and post-tests were given to students to determine the difference of students' performance in decision-making skills after learning six socio-scientific issues. After learning each issue, students were given a test to determine the effect of the teaching strategies. The data collected reveals that students' performance in decision-making demonstrated the effectiveness of implementation of the issue-enquiry teaching in this study. Besides, students showed their difficulties in acquiring decision-making skills in three areas namely acquisition of knowledge, application of knowledge and consideration of values. Findings of this study also provided teachers with implications for practice in teachers' understanding of the nature of Liberal Studies, teaching and learning with issue-enquiry approach and assessment of decision-making skills.
590 $a School code: 1307.
650 4 $a Pedagogy. $3 2122828
650 4 $a Curriculum development. $3 684418
650 4 $a Instructional design. $3 3172279
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710 2 $a The Chinese University of Hong Kong (Hong Kong). $3 1017547
773 0 $t Dissertation Abstracts International $g 78-05A(E).
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791 $a D.Ed.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10297365