Facilitating preservice science teachers’ shift from learner to teacher of socioscientific issue-based science teaching

Date

2024-8

Author

Kılaç, Ece

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The purpose of the study was to investigate the change in socioscientific issues (SSI) teaching beliefs of preservice science teachers (PSTs) during an interdisciplinary science teaching course. This study also examined the change in understanding of PSTs about science education curriculum. The course focused on interactions among science, technology, society, environment, designed based teaching, and SSI teaching practices. 38 PSTs participated to this study. Semi-structured interviews, SSI based lesson plans, reflection papers, observation protocol, and curriculum design tasks were used to collect data. All the obtained data were analyzed qualitatively. The results revealed four themes: instructional and assessment strategy, teaching skills of teachers, and challenges for SSI teaching. Regarding first three themes, SSI teaching beliefs of PSTs changed to embracing argumentation teaching method, addressing students’ argumentation quality, using summative assessment, and focusing scientific evidence, and problem-solving skills. In addition to this, time constraint and classroom management issues were considered as major challenges for SSI teaching. With respect to change in understanding of science education curriculum three different teacher profiles were observed and named as Profile A, B, and C. While Profile A was defined as traditional, and discipline field based, Profile B was included unidirectional, and interdisciplinary approach to teaching. Profile C was defined as bidirectional, discipline field based, and interdisciplinary. Throughout the course it was detected the science education curriculum depicted at the end of course revealed more emphasis on characteristics of SSI and pedagogical aspects of SSI teaching. Thus, PSTs science curriculum understanding shifted from Profile A to Profile C during the course. Moreover, the change in PSTs beliefs about SSI teaching contributed to a closer alignment between their overall teaching beliefs and SSI.

Subject Keywords

Socioscientific Issues, SSI-Based Instruction, Preservice Teachers, SSI Teaching Beliefs, Curriculum Design

URI

https://hdl.handle.net/11511/111435

Collections

Graduate School of Natural and Applied Sciences, Thesis