Change in Teachers SSI Teaching Beliefs Through SSI Based Instruction

Date

2025-03-23

Author

Yılmaz Tüzün, Özgül
Kılaç, Ece

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The purpose of the study was to investigate how 10 preservice science teachers’ teaching SSI beliefs were changed from at the beginning of the SSI based instruction to the end of instruction. This study also examined how their teaching SSI beliefs were changed in the context of science education and SSI teaching. This study was conducted in an Interdisciplinary Science Teaching Course, where science, technology, society, environment framework (STSE) and socioscientific issues (SSI) were integrated for the first time. Semistructured interview protocol was used at the beginning and end of the instruction. The results revealed that PSTs’ SSI teaching beliefs were changed to embracing SSI teaching for instructional strategies, and assessment themes. However, the same was not the case for the theme of teachers' teaching skills. The last theme, challenges for teachers, shows that preservice teachers have limitations during SSI teaching such as time management, classroom management, and content knowledge.

URI

https://narst.org/sites/default/files/2025-05/2025_NARST_conference_abstract_book.pdf
https://hdl.handle.net/11511/115737

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Department of Mathematics and Science Education, Conference / Seminar