Science education is crucial for students to comprehend the role of science in modern society and make informed decisions about their future careers. To gain insight into students' attitudes towards science education, the students in the study write argumentative texts, providing justifications using facts, opinions, and experiences. The project examines students' perceptions of how gender affects students' ability to learn science, their interest in science subjects, and whether they see science education as a way to develop the world and solve real-world problems.
The primary objective of this project is to identify factors that impact students' interest in science education. The analysis of the argumentative texts provides educators with insights into students' opinions and attitudes toward science education. This research can help develop effective strategies to improve science education, identify strengths and weaknesses in learning, and address issues that may hinder students' interest in science.
As the researcher of a related study, my findings suggest that utilizing complex social issues in science education can effectively foster student interest and engagement, while also enhancing critical thinking and decision-making skills. Furthermore, my research highlights the significance use of negative heuristics in their argumentation and given that individual differences in core values and intellectual backgrounds may impact how information is weighed.
All the students participating in this study had access to the same information but weighed it differently. These differences may reflect differences in their core values and intellectual baggage. To improve science education, educators need to consider students' attitudes, opinions, and experiences and develop strategies to promote interest and engagement among students.