Linking science and action is the epitome of scientific literacy (Hurd, 1972; Kuhn, 1972; Watson, 1969). Before becoming acting citizens,... Show moreLinking science and action is the epitome of scientific literacy (Hurd, 1972; Kuhn, 1972; Watson, 1969). Before becoming acting citizens, students need to balance subject matter knowledge, personal values, and societal norms in decision-making (DM) on Socioscientific Issues (SSI) (Aikenhead, 1985; Grace & Ratcliffe, 2002; Kolstø, 2001; Zeidler, 1984). Existing literature suggests a variety of models and strategies to guide how students should think about SSI topics versus beginning with what students are thinking concerning SSI! This study aimed to identify the DM factors students considered across a variety of SSI and to determine if DM factors were common across topics or specific to a SSI. Students in grades 10-12 participated from seven schools and ten regular science classrooms, primarily located in a large Midwest city (n=498). The sample was 50% female, 50% male, and roughly 33% of students from each grade level.Across 60 enacted lessons on six different SSI topics, multiple sources of data were collected, including student artifacts, audiotapes of class discussions/interviews, field notes, and teacher surveys. Students engaged in a minimum of three different SSI topical lessons, implemented over a period between one to nine weeks for an average instructional time of 115 minutes per topic. Decision-making differed across students in various groupings, indicating that secondary students used both general and specific factors when making decisions on SSI. Further, trends emerged, indicating various student groups' valued DM factors differently. On several topics, students of different gender, grade levels, ethnicities, and school type considered different DM factors to different levels of support. For example, on the topic of plastics and pollution, 10th grade, female, and Hispanic students tended to identify concern for animals and sea life as their most prominent DM factor. Another trend included larger class sizes tending to cite more DM factors on a topic than students in smaller sized classrooms engaged on the same topic. Overall, 15 common or shared DM factors emerged that students considered when making decisions across multiple SSI contexts. In addition, each specific SSI context had between one and 15 specific or exclusive DM factors cited directly by students in this study. Show less
