Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues
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Published
Jan 30, 2023
Abstract
Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants’ views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators.
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Keywords
In-Service Teacher Training, Project Results, Science Teachers, Socioscientific Issues
Supporting Agencies
This research was obtained from the results of a project (Project No: 121B377) funded by the Scientific and Technological Research Council of Türkiye (TÜBITAK).
References
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Aydın, S. & Karışan, D. (2021). Fen bilimleri öğretmenlerinin sosyobilimsel konular hakkındaki tutum, görüş ve bu konuların öğretimine yönelik anlayışları [Science teachers' opinions and attitudes towards socioscientific issues and their teaching orientations]. Trakya Eğitim Dergisi, 11(3):1251-1273. DOI: https://doi.org/10.24315/tred.797302
Borgerding, L. A., & Dagistan, M. (2018) Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues. Journal of Science Teacher Education, 29(4):283-306. DOI: https://doi.org/10.1080/1046560X.2018.1440860
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Capkinoglu, E., Yilmaz, S. & Leblebicioglu, G. (2020). Quality of argumentation by seventh-graders in local socioscientific issues. Journal of Research in Science Teaching, 57(6):827-855. DOI: https://doi.org/10.1002/tea.21609
Cian, H. (2020). The influence of context: comparing high school students’ socioscientific reasoning by socioscientific topic. International Journal of Science Education, 42(9):1503-1521, DOI: https://doi.org/10.1080/09500693.2020.1767316
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European Journal of Teacher Education, 35(1):111-129. DOI: http://dx.doi.org/10.1080/02619768.2011.633999
Karahan, E. (2022). The lived experiences of pre-service science teachers designing and teaching socioscientific issues-based units. Disciplinary and Interdisciplinary Science Education Research, 4(24). DOI: https://doi.org/10.1186/s43031-022-00064-z
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Karakoç Topal, Ö. (2022). Ortaokul öğrencilerinin gözünden bir Tübitak 4004 projesi: Bilimleri birleştir, doğayı güzelleştir! [Secondary School Students’ Perspectives about a TUBITAK 4004 Project: Bound the Sciences, Beautify the Nature!] Buca Eğitim Fakültesi Dergisi, 53, 638-666. DOI: https://doi.org/10.53444/deubefd.1088361
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Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
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Aydın, S. & Karışan, D. (2021). Fen bilimleri öğretmenlerinin sosyobilimsel konular hakkındaki tutum, görüş ve bu konuların öğretimine yönelik anlayışları [Science teachers' opinions and attitudes towards socioscientific issues and their teaching orientations]. Trakya Eğitim Dergisi, 11(3):1251-1273. DOI: https://doi.org/10.24315/tred.797302
Borgerding, L. A., & Dagistan, M. (2018) Preservice science teachers’ concerns and approaches for teaching socioscientific and controversial issues. Journal of Science Teacher Education, 29(4):283-306. DOI: https://doi.org/10.1080/1046560X.2018.1440860
Büyüköztürk, S., Çakmak, E., Akgün, Ö. E., Karadeniz, S., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri [Scientific Research Methods] (2nd ed.). PegemA Yayıncılık.
Capkinoglu, E., Yilmaz, S. & Leblebicioglu, G. (2020). Quality of argumentation by seventh-graders in local socioscientific issues. Journal of Research in Science Teaching, 57(6):827-855. DOI: https://doi.org/10.1002/tea.21609
Cian, H. (2020). The influence of context: comparing high school students’ socioscientific reasoning by socioscientific topic. International Journal of Science Education, 42(9):1503-1521, DOI: https://doi.org/10.1080/09500693.2020.1767316
Council of Higher Education (CEH) (2018). Teacher Training Undergraduate Programs. Available at: https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari in 12.08.2022
Dauer, J., Michelle, L., & Straka, O. (2017). Indicators of informal and formal decision-making about a socioscientific issue. International Journal of Education in Mathematics, Science and Technology, 5(2):124-138. DOI: https://doi.org/10.18404/ijemst.05787
Dawson, V., & Carson, K. (2020). Introducing argumentation about climate change socioscientific issues in a disadvantaged school. Research in Science Education, 50:863-883. DOI: https://doi.org/10.1007/s11165-018-9715-x
Et, S. Z. & Gömleksiz, M. N. (2021). Fen bilimleri, biyoloji ve fizik dersi öğretim programlarının sosyobilimsel konular açısından değerlendirilmesi [Evaluation of science, biology and physics curriculum in terms of socioscientific issues]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 31(2):745-756. DOI: https://doi.org/10.18069/firatsbed.872628
Evagorou, M., & Puig Mauriz, B. (2017). Engaging elementary school pre-service teachers in modeling a socioscientific issue as a way to help them appreciate the social aspects of science. International Journal of Education in Mathematics, Science and Technology, 5(2):113-123. DOI: https://doi.org/10.18404/ijemst.99074
Fettahlıoğlu, P. (2019). “Güncel öğrenme yaklaşımları ile fen eğitimi” isimli TÜBİTAK projesi uygulamasına yönelik 3. sınıf fen bilgisi öğretmen adaylarının görüşlerinin incelenmesi [Examination of the opinions of the 3rd grade science teacher candidates on the application of the TÜBİTAK project named "Science education with contemporary learning approaches"]. International Symposium on Active Learning, 203-209. Adana, Türkiye. (06-08 September 2019).
Gul, M. D., & Akcay, H. (2020). Structuring a new socioscientific issues (SSI) based instruction model: Impacts on pre-service science teachers’ (PSTs) critical thinking skills and dispositions. International Journal of Research in Education and Science, 6(1):141-159. Available at: https://www.ijres.net/index.php/ijres/article/view/785
Kara, Y. (2012) Pre-service biology teachers’ perceptions on the instruction of socio-scientific issues in the curriculum.
European Journal of Teacher Education, 35(1):111-129. DOI: http://dx.doi.org/10.1080/02619768.2011.633999
Karahan, E. (2022). The lived experiences of pre-service science teachers designing and teaching socioscientific issues-based units. Disciplinary and Interdisciplinary Science Education Research, 4(24). DOI: https://doi.org/10.1186/s43031-022-00064-z
Karahan, E., & Roehrig, G. (2017). Secondary school students’ understanding of science and their socioscientific reasoning. Research in Science Education, 47:755-782. DOI: https://doi.org/10.1007/s11165-016-9527-9
Karakoç Topal, Ö. (2022). Ortaokul öğrencilerinin gözünden bir Tübitak 4004 projesi: Bilimleri birleştir, doğayı güzelleştir! [Secondary School Students’ Perspectives about a TUBITAK 4004 Project: Bound the Sciences, Beautify the Nature!] Buca Eğitim Fakültesi Dergisi, 53, 638-666. DOI: https://doi.org/10.53444/deubefd.1088361
Ke, L., Sadler, T. D., Zangori, L. & Friedrichsen, P. J. (2021). Developing and using multiple models to promote scientific literacy in the context of socioscientific issues. Science & Education, 30(2):1-19. DOI: https://doi.org/10.1007/s11191-021-00206-1
Kokolaki, A. & Stavrou, D. (2022) Pre-service primary teachers develop teaching artifacts on contemporary socioscientific issues. Journal of Science Teacher Education. DOI: https://doi.org/10.1080/1046560X.2022.2078546
Lee, H. (2016). Conceptualization of an SSI-PCK framework for teaching socioscientific issues. Journal of the Korean Association for Science Education, 36(4):539-550. DOI: https://doi.org/10.14697/jkase .2016.36.4.0539
Leung, J. S. C. (2022). Shifting the teaching beliefs of preservice science teachers about socioscientific issues in a teacher education course. International Journal of Science and Mathematics Education, 20:659-682. DOI: https://doi.org/10.1007/s10763-021-10177-y
Levinson, R. (2013). Practice and theory of socio-scientific issues: An authentic model?, Studies in Science Education, 49(1):99-116. DOI: https://doi.org/10.1080/03057267.2012.746819
Macalalag, A. Z., Johnson, J. & Lai, M. (2020). How do we do this: Learning how to teach socioscientific issues. Cultural Studies of Science Education, 15:389-413. DOI: https://doi.org/10.1007/s11422-019-09944-9
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
Ministry of National Education of Turkey (MoNET) (2013a). Primary Education Science Course Curriculum, Ministry of National Education, Board of Education.
Ministry of National Education of Turkey (MoNET) (2013b). Secondary Education Physics Course (9, 10, 11 and 12th Grades) Curriculum, Ministry of National Education, Board of Education.
Ministry of National Education of Turkey (MoNET) (2013d). Secondary Education Biology ourse (9, 10, 11 and 12th Grades) Curriculum, Ministry of National Education, Board of Education.
Ministry of National Education of Turkey (MoNET) (2018a). In Science Curriculum (Primary and Secondary Schools 3, 4, 5, 6, 7 and 8th Grades), Ministry of National Education, Board of Education.
Ministry of National Education of Turkey (MoNET) (2018b). Secondary Education Physics Curriculum, Ministry of National Education, Board of Education.
Ministry of National Education of Turkey (MoNET) (2018c). Secondary Education Chemistry Curriculum, Ministry of National Education, Board of Education.
Ministry of National Education of Turkey (MoNET) (2018d). Secondary Education Biology Curriculum, Ministry of National Education, Board of Education.
Minken, Z., Macalalag, A., Clarke, A., Marco-Bujosa, L., & Rulli, C. (2021). Development of teachers’ pedagogical content knowledge during lesson planning of socioscientific issues. International Journal of Technology in Education (IJTE), 4(2):113-165. DOI: https://doi.org/10.46328/ijte.50
Namdar, B., & Shen, J. (2016). Intersection of argumentation and the use of multiple representations in the context of socioscientific issues. International Journal of Science Education, 38(7):1100-1132. DOI: https://doi.org/10.1080/09500693.2016.1183265
Owens, D. C., Sadler, T. D. & Friedrichsen, P. (2021). Teaching practices for enactment of socio-scientific issues instruction: an Instrumental case study of an experienced biology teacher. Research in Science Education, 51:375-398. DOI: https://doi.org/10.1007/s11165-018-9799-3
Ozturk, N., & Yilmaz-Tuzun, O. (2017). Preservice science teachers’ epistemological beliefs and informal reasoning regarding socioscientific issues. Research in Science Education, 47:1275-1304. DOI: https://doi.org/10.1007/s11165-016-9548-4
Rydberg, C., Olander, C., & Sjöström, J. (2017). Teacher dilemmas while working with controversial socioscientific issues - Comparing different cultural contexts. ESERA 2017 Conference, Dublin, Ireland (21st-25th August, 2017).
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5):513-536. DOI: https://doi.org/10.1002/tea.20009
Sapsaglam, O., & Kaya, I. (2022). Nature education and science schools project for children in public care (TUBITAK 4004). International Online Journal of Educational Sciences, 14(2):519-534. DOI: https://doi.org/10.15345/iojes.2022.02.016
Sibic, O. & Topcu, M.S. (2020). Pre-service science teachers’ views towards socio-scientific issues and socio-scientific issue-based instruction. Journal of Education in Science, Environment and Health (JESEH), 6(4):268-281. DOI: https://doi.org/10.21891/jeseh.749847
Sutter, A. M., Dauer, J. M., Kreuziger, T., Schubert, J., & Forbes, C. T. (2019) Sixth grade students’ problematization of and decision-making about a wind energy socio-scientific issue. International Research in Geographical and Environmental Education, 28(3):242-256. DOI: https://doi.org/10.1080/10382046.2019.1613586
Tabachnik, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6th Ed.). Pearson.
Tekin, N. (2022). KOP bölgesi fen bilimleri öğretmenlerinin sosyobilimsel konular, öğretimi ve SBK temelli öğretmen eğitimi içeren bir TÜBİTAK 4005 projesi hakkında görüşleri [KPP region science teachers' views on socioscientific issues, teaching and TUBITAK 4005 project involving SSI-based teacher education]. Kocaeli Üniversitesi Eğitim Dergisi [Kocaeli University Journal of Education], 5(2):367-390. https://doi.org/10.33400/kuje.1057903
Tekin, N., Aslan, O. & Yılmaz, S. (2016). Research trends on socioscientific issues: A content analysis of publications in selected science education journals. Journal of Education and Training Studies, 4(9):16-24. DOI: https://doi.org/10.11114/jets.v4i9.1572
Topçu, M. S., Muğaloğlu, E. Z. & Güven, D. (2014). Socioscientific issues in science education: The case of turkey. educational sciences: Theory & Practice, 14(6):1-22. DOI: https://doi.org/10.12738/estp.2014.6.2226
Uluçınar Sağır, Ş. & Dolunay, A. (2021). Öğretmen adaylarının sosyobilimsel konulara yönelik farkındalıkları ve öğretimine yönelik yeterlilik algılarının incelenmesi [Examination of pre-service teachers' awareness of socioscientific issues and their perceptions of proficiency in teaching]. 6th International Congress on Innovative Scientific Approaches,17-18. Samsun, Türkiye, (19-20 November 2021).
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How to Cite
Tekin, N., Aslan, O., & Keleş, Özgül. (2023). Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues. Science Insights Education Frontiers, 14(1), 2013–2037. https://doi.org/10.15354/sief.23.or089
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