Gifted students’ decisions and justifications on a socioscientific dilemma related to the COVID-19 pandemic
Decisions and justifications on a socioscientific dilemma
Abstract
The study focuses on the socioscientific dilemma which arises in the context of the COVID-19 pandemic and is frequently voiced in the society and media: “Should we get a COVID-19 vaccine or not?” The study group of the current research employing the holistic single case study design, one of the qualitative research methods, is comprised of gifted students (n:32). As a result of the study, it was determined that the students made positive and negative decisions regarding getting vaccinated, and some of them stated that they would decide to get vaccinated or postpone the decision depending on whether some criteria would be met. The justifications proposed by the students making a positive decision include protection against the virus, fear of being infected and increasing number of deaths while the students making a negative decision gave justifications including not trusting the WHO (World Health Organization) and the vaccines produced by other countries, wanting to develop immunity through natural ways and believing that free vaccine is dangerous. Some of the students stating that they would decide depending on whether the criteria would be met emphasized some criteria such as the vaccine’s being tried and approved, development of the vaccine in their own country and its content’s being harmless.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
