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This study explores the skills, knowledge and values used by 15‐year‐old pupils, in a UK school, in making decisions about science‐related societal issues. The complexities of the decision‐making process, group social interactions, and the interrelationship between affective and cognitive criteria in reasoning, are acknowledged. Boys, undertaking a GCSE science course in which decision‐making tasks were an integral feature, were audio‐taped during discussion, interviewed, and had their written work analysed. Key features of well reasoned pupil decision‐making included: understanding procedures for rational analysis of the problem; awareness and use of available information; clarification of the concerns and values raised by the issue; recognition of how scientific evidence may assist in the decision; motivation to engage fully in discussing the issue; consideration of and respect for differing viewpoints about the issue.
Mary Ratcliffe (Sat,) studied this question.