Exploring Pre-service Science Teachers' Evidence-Based Explanations on the Use of mRNA Vaccines

Year 2024, , 69 - 92, 31.08.2024

Gaye Ceyhan , Deniz Sarıbaş

https://doi.org/10.52597/buje.1291627

Abstract

In a world full of complex and dynamic socioscientific issues such as pandemic, climate change, and earthquakes, people are often exposed to explanations that are misleading and inaccurate as the problems themselves. The spread of such unscientific explanations makes it difficult for students and many adults to distinguish reliable sources of information. In this study, a model-evidence link diagram was developed and applied to examine pre-service science teachers' evidence-based explanations of mRNA vaccines. The study used a qualitative case study design and implemented the Model-Evidence Link Diagram with 24 pre-service science teachers. In addition, a focus group interview on the concepts of evidence and data was conducted with two pre-service science teachers. A rubric was used to analyze the model-evidence link diagram and participants' ratings, and content analysis was used to examine how focus group participants distinguished between data and evidence. The results of this study revealed that pre-service teachers mostly made explanations at the relational and descriptive levels of evaluation. It can be concluded that pre-service teachers need support to strengthen their evaluation processes in scientific issues and alternative explanations and to develop their critical evaluation skills.

Keywords

Evidence-based explanation, Pe-service science teachers, Socioscientific issues

Fen öğretmen adaylarının mRNA aşılarının kullanımına ilişkin kanıta dayalı açıklamalarının incelenmesi

Abstract

Salgın hastalıklar, iklim değişikliği ve deprem gibi karmaşık ve dinamik sosyobilimsel sorunlarla dolu bir dünyada yaşayan bireyler, çoğu zaman bu sorunların kendisine olduğu kadar bu sorunlarla ilgili yanıltıcı ve yanlış açıklamalara maruz kalmaktadır. Bu tür bilimsel olmayan açıklamaların kontrolsüz bir şekilde yayılması, öğrencilerin ve birçok yetişkinin güvenilir bilgi kaynaklarını ayırt etmesini zorlaştırmaktadır. Bu araştırmada fen bilgisi öğretmen adaylarının mRNA aşıları üzerine kanıta dayalı açıklamalarını incelemek amacıyla bir model-kanıt ilişkisi şeması geliştirilmiştir. Araştırmada nitel durum çalışması yöntemi kullanılmış ve araştırmacılar tarafından geliştirilen model-kanıt ilişki şeması 24 fen bilgisi öğretmen adayı ile uygulanmıştır. Ayrıca iki öğretmen adayı ile kanıt ve veri kavramları üzerine odak grup görüşmesi yapılmıştır. Model-kanıt ilişki şemasında katılımcıların değerlendirmelerinin analizinde dereceli puanlandırma anahtarı kullanılmış, odak grup çalışması yapılan katılımcılar ile verilerle kanıtları birbirinden nasıl ayırt ettikleri içerik analizi ile incelenmiştir. Araştırmanın sonucunda öğretmen adaylarının çoğunlukla ilişkisel ve tanımlayıcı değerlendirme seviyelerinde açıklamalar yaptığı görülmüştür. Öğretmen adaylarının bilimsel konularda ve alternatif açıklamalardaki değerlendirme süreçlerinin güçlendirilmesi ve eleştirel değerlendirme becerilerinin geliştirilmesi açısından desteğe gereksinimlerinin olduğu tespit edilmiştir.

Keywords

Kanıta dayalı açıklama, fen öğretmen adayları, sosyobilimsel konular

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