Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Developing preservice science teachers’ socioscientific reasoning through socioscientific issues-focused course
Download
index.pdf
Date
2014
Author
Cansız, Nurcan
Metadata
Show full item record
Item Usage Stats
357
views
176
downloads
Cite This
The purpose of this study was to investigate how preservice science teachers’ (PSTs) socioscientific reasoning changes in response to participation in a socioscientific issues-focused course. Socioscientific issues (SSI) are complex, uncertain, lack clear-cut solutions; require ongoing research and examining from multiple perspectives. Individuals should recognize the complexities associated with SSI, examine them from multiple perspectives and, appreciate the need for ongoing inquiry to negotiate and resolve them. For the purpose of this study, design based research with qualitative approach was used. A single group design was used to investigate the change in participants’ socioscientific reasoning before, during, and after SSI-focused course. A total of 33 PSTs enrolled in the Science-Technology-Society course were involved in the study. A semester-long course was designed with three phases. The course included teacher-led whole classroom discussions, teacher-guided group activities, and independent group activities. Data were collected through pre-post interviews, open-ended questions, reflection papers, video/audio recordings, and written reports. An initial analysis of interview data resulted in development of depth rubric to assess socioscientific reasoning in addition to the previous rubric. Results revealed that there was a significant improvement in PSTs’ socioscientific reasoning in terms of complexity, inquiry, and multiple perspectives before and after SSI-focused course. The results after first and second phases also revealed that PSTs’ socioscientific reasoning in terms of complexity, inquiry, and multiple perspectives developed gradually during the SSI-focused. The teaching and learning activities in SSI-focused course were discussed as potential source for the development of socioscientific reasoning among participants.
Subject Keywords
Science
,
Science
,
Student teachers
,
Student teachers
,
Teaching
,
Inquiry-based learning.
,
Elementary school teaching.
URI
http://etd.lib.metu.edu.tr/upload/12617138/index.pdf
https://hdl.handle.net/11511/23509
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Exploration of preservice teachers’ reflective judgment and argumentation skills revealed in a socioscientific issues-based inquiry laboratory course
Karışan, Dilek; Yılmaz Tüzün, Özgül; Zeidler, Dana L.; Department of Elementary Education (2014)
This study aimed to explore preservice teachers’ (PTs) reflective judgment skills and determine the argumentation pattern used during argumentation in socioscientific issues (SSI) based Inquiry Laboratory Course (ILC). The association between reflective judgment skills and argumentation pattern was also investigated in SSI-based ILC. The participants of the study were 20 PTs from the Department of Elementary Education at a large, research oriented public university in Turkey. Qualitative research method was...
Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness
Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017)
The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
Assessing pre-service science teachers’ systems thinking skills using real life scenarios
Öztaş, Melike; Öztekin, Ceren; Teksöz, Gaye; Department of Elementary Science and Mathematics Education (2018)
The main purpose of this study is to investigate pre-service science teachers’ systems thinking skills with using a real-life scenario as an assessment tool. The nine systems thinking skills defined in this research were discussed in terms of sustainable development. Participants were expected to comprehend integrated nature of environmental, economic and social aspects of this concept in a systemic perspective. Therefore, the real-life scenario used for assessment was selected related with sustainable deve...
Investigating pre-service science teachers’ understandings and use of models
Yenilmez Türkoğlu, Ayşe; Öztekin, Ceren; Department of Elementary Education (2013)
To gain a better understanding of pre-service science teachers’ (PSTs’) views of models, a case study was conducted with fourteen PSTs in a large public university in Ankara. The study aims to provide an answer to the research question, ‘What understandings do PSTs possess about scientific models and the models used in science education?’ and to explore how they use these models in their classroom practices. Data were collected using an open-item instrument, semi-structured interviews, class observations, a...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
N. Cansız, “Developing preservice science teachers’ socioscientific reasoning through socioscientific issues-focused course,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.
