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Exploring Decision-Making Competence in Sugar-Substitute Choices: A Cross-Disciplinary Investigation among Chemistry and Sports and Health Students.

Authors :
Dindorf, Carlo
Weisenburger, Fabienne
Bartaguiz, Eva
Dully, Jonas
Klappenberger, Luisa
Lang, Vanessa
Zimmermann, Lisa
Fröhlich, Michael
Seibert, Johann-Nikolaus
Source :
Education Sciences; May2024, Vol. 14 Issue 5, p531, 18p
Publication Year :
2024

Abstract

Interdisciplinary teaching approaches have gained significant importance in today's educational landscape. Among these approaches, decision-making competence plays a pivotal role by nurturing critical thinking and problem-solving skills. Focusing on the decision-making process regarding the sensibility of using sugar-substitutes, this study addresses three key questions. (1) Do chemistry and sports and health students differ in evaluation-competence? (2) What criteria do they use in evaluating the decision-making problem? (3) How do they use ChatGPT (OpenAI, San Francisco, CA, USA), an AI tool, in decision-making? Through surveys, the study revealed two evaluation-competence factors, identified decision-making criteria, and analyzed querying behavior using ChatGPT. The results revealed nuanced differences between the two student groups in the factors of evaluation-competence. While both groups showed improvements in recognizing moral dimensions and considering alternatives, chemistry students displayed enhanced abilities in establishing evaluation criteria and empathetic thinking. Furthermore, differences emerged in the criteria selected for decision-making and querying behavior, indicating varying engagement with ChatGPT. This study offers insights into enhancing interdisciplinary education and underscores the need for tailored interventions to address diverse student needs. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
22277102
Volume :
14
Issue :
5
Database :
Complementary Index
Journal :
Education Sciences
Publication Type :
Academic Journal
Accession number :
177488602
Full Text :
https://doi.org/10.3390/educsci14050531