Defining Decision-Making Skills: A Review of Operational Definitions in the Literature

抄録

The study aims to identify how decision-making skills are operationally defined in science education research by analyzing the components emphasized across various studies. A systematic review of 18 peer-reviewed articles was conducted to examine how decision-making components are represented. Using thematic content analysis, the study analyzed decision-making based on an eight-component framework: identifying problems, collecting data and evidence, considering multiple perspectives, generating options, developing criteria, assessing pros and cons, selecting and justifying decisions, and evaluating decisions. These findings show that most studies emphasize components related to justification, such as identifying problems, assessing pros and cons, and selecting decisions. In contrast, components like considering multiple perspectives and evaluating decisions are less frequently addressed. These trends suggest that operational definitions of decision-making in literature often focus on argumentation and final decision-making stages, while earlier and reflective stages are underrepresented. This highlights the need for more comprehensive models that include holistic decision-making processes.