Abstract
This study mainly analyzed the differences between science and non-science major students’ scientific epistemological views (SEV) and their decision makings on some socioscientific issues. Additional intent was to explore any relationships between SEVs and decision making strategies. A total of 127 freshmen, 56 science majors and 71 non-science majors, enrolled in a university in southern area were participated in this investigation. The first instrument was to assess students’ understandings about the creative, theory-laden, and tentative nature of scientific knowledge, and the social negotiation in science community and culture impacts on science. Another open-ended questionnaire, including two environmental issues, was to examine participants’ information preferences and reasoning modes about the controversial issues. Results indicated that participants who use technical perspective to make arguments and who have critical thinking trait score higher on the “tentative” SEV subscale. These findings implied the role of SEVs on the decision making process. This study suggests that a better understanding of students’ epistemological beliefs toward science would help science educators to develop and implement appropriate instruction that can enhance students’ SEVs and critical thinking in college classrooms.
| Keywords: | undergraduates; socioscientific issues; decision making; scientific epistemological views |
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