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Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development

机译:确定不可持续的行动方针:可持续发展教育决策的前提

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Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, 2011), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students’ (n = 120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence.
机译:在消费者和社会辩论中,学生面临着众多决定。在全球化的世界中,由于资源的稀缺,生态系统的破坏和社会的不公正,至关重要的是,学生在参与决策时能够确定不可持续的行动方针。决策策略的应用是提高决策质量的一种方法。不符合生态,社会或经济标准的选择应使用非补偿性策略排除,而其他任务则可能需要采用补偿性方法来权衡所有证据。为了提高决策能力,进行了一项基于计算机的干预研究,重点是决策策略的使用。总结评估的结果由Gresch等报道。 (国际科学教育杂志,2011年),本文对信息处理过程中收集的与过程相关的数据进行了深入分析,以揭示对干预机制的见解。利用定性内容分析和推论统计资料,研究了高中生(n = meta120)选择决策策略时的素质。结果表明,学生们对选择权的可持续性进行了详尽的思考。但是,由于社会规范和个人价值观相互交织,因此学生之间被宣布为不可持续的特征有所不同。教育对可持续发展的影响之一是,学生能够在元决策层面上反思决策任务和相应的有利决策策略。从这些结果,我们为改善学习环境和构建用于决策能力的测试工具提供了建议。

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