Teacher Profiles Emerging from Curriculum Design Through SSI Based Instruction

Date

2025-03-23

Author

Kılaç, Ece
Yılmaz Tüzün, Özgül

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The purpose of the study was to investigate how 38 preservice science teachers’ teaching SSI beliefs were changed during 14-week SSI based instruction. This study also examined how teacher profiles were developed accordingly changed teaching SSI beliefs. 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. Curriculum design task applied three times during SSI based instruction was used to collect data. 3 different teacher profiles as Profile A, Profile B, and Profile C were developed at the end of the qualitative analysis. The results revealed that the curriculum design at the beginning of the course did not include SSI integration and had a traditional perspective. Towards the end of the course, as a result of shifts from Profile A to Profile B and Profile C, only 9 people with a traditional perspective remained. The change in these teacher profiles showed how PSTs’ beliefs were shifting from traditional to embracing SSI teaching.

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https://narst.org/sites/default/files/2025-05/2025_NARST_conference_abstract_book.pdf
https://hdl.handle.net/11511/115903

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Department of Mathematics and Science Education, Conference / Seminar