This article analyzes students' epistemological reasoning patterns on socio-scientific issues across different cultures. The study found that students from different countries exhibited consistent trends in their epistemological beliefs and framed their justifications for socio-scientific issues similarly. While some cultural differences existed, there was an underlying commonality in how students across cultures approached these issues. The findings suggest epistemological beliefs may transcend cultural boundaries on certain scientific matters.

1. Running Head: ARTICLE REVIEW
Article Review
Cross-Cultural Epistemological Orientations to Socio-scientific Issues by Zeidler et al (2012),
Journal of Research and Science Teachings V 50
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2. ARTICLE REVIEW 2
Cross-Cultural Epistemological Orientations to Socio-scientific Issues by Zeidler et al (2012),
Journal of Research and Science Teachings V 50
Summary
The purpose of this article is to evaluate the epistemological reasoning patterns on socio-scientific
issues among students from a cross-cultural perspective. Additionally, the study
identifies the possible link between scientific and cultural identity. Among the variables,
measures include emotive reasoning, pragramatism, theological issues and utility. In particular,
the researchers required participants to evaluate conflicting principles and in specific, how scarce
resources are allocated in relation to distributive justice. In general, the findings support the
assumption that there exists a common underlying aspect of epistemological beliefs, which either
transcend, or cut across cultures concerning how individuals frame, justify and reveal SSR
patterns on social scientific issues. This understanding is critical to the education community in
explaining why students from different cultures exhibit congruent perspectives on scientific
matters.
Analysis
This article provides evidence on the existence of a consistent trend concerning
epistemological harmony across the different cultures. Moreover, the researchers find no
significance difference concerning how students from various countries presented their social
cultural beliefs on scientific matters. Further, students who participated in the study were found
to display a high level of congruence concerning how they framed their reasoning regarding SSI
alongside their own justification on their epistemological beliefs.

3. ARTICLE REVIEW 3
In essence, the study findings in this research are beneficial in many perspectives. For
instance, they will contribute to a more enhanced public and education community understanding
on science. Further, the study findings will be a basis for other researchers and scholars who will
base their future studies on this one. Other stakeholders who will benefit from this study include
epidemic modelers, education and scientific communities, and the public who will find the
findings useful in many ways.

4. ARTICLE REVIEW 4
Reference
Zeidler D., Herman B.C., Ruzek M., Linder A., Lin S (2012). Cross Cultural Epistemological
Orientations To Socio Scientific Issues, Journal of Research In Science Teaching Vol
50 No 3 PP 251-283