Sosyobilimsel Konuların Öğretimi için Pedagojik Bir Model

Year 2019, Issue: 3, 384 - 401, 01.12.2019

Çiğdem Han Tosunoğlu Serhat İrez

Abstract

Bu çalışmanın amacı, bugüne kadar önerilen sosyobilimsel konuların öğretim modellerini inceleyerek sosyobilimsel konuların öğretimi için daha kapsayıcı ve bütünsel bir pedagojik model ortaya konulmasıdır. Bu doğrultuda öncelikle sosyobilimsel konuların doğası, fen eğitimindeki yeri, literatürde yer alan öğretim modelleri ve sosyobilimsel konuların öğretimini etkileyen faktörler incelenerek öğretim için kullanılabilecek pedagojik bir model önerisi sunulmuştur. Ortaya konulan bu model, etkili bir sosyobilimsel konular öğretim sürecine dair öğretmenin sahip olması gereken bilgi alanlarını ve bu alanlara dair yeterlilikleri tanımlamaktadır. Bu model ve bileşenleri, bu alanda öğretmen yeterliliklerini ortaya koymayı amaçlayan araştırmalarda, bu alana dair enstrüman geliştirme çalışmalarında, öğretmenlerin sosyobilimsel konulardaki yeterliliklerinin zamanla nasıl değiştiğini gözlemleme süreçlerinde kullanılabilir

Keywords

Pedagojik alan bilgisi, Sosyobilimsel konuların öğretimi, Öğretmen yeterlikleri

A Pedagogical Model for Teaching Socioscientific Issues

Abstract

The aim of this study is to suggest a more comprehensive and holistic pedagogical model for teaching socioscientific issues by examining various teaching models to date. In this respect, firstly, the nature of socioscientific issues, in science education, teaching models in the literature, and the factors affecting socioscientific issues teaching were examined, and then a pedagogical model was presented that could be used in socioscientific issues teaching. This presented model describes the domain of knowledge and competencies required by the teacher for an effective socioscientific issues teaching. This model and its components can be used in examining teacher competencies for socioscientific issues teaching, in instrument development studies in this field, and in the process of observing how teachers’ socioscientific issues teaching competencies change over time

Keywords

Pedagogical content knowledge, Teaching of socioscientific issues, Teachers’ competencies

References

• AAAS. (1989). Project 2061: Science for all Americans. Washington, DC: American Association for the Advancement of Science.
• Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. Teachers College Press.
• Aikenhead, G. S. (1992). The integration of STS into science education. Theory into Practice, 31(1), 27- 35.
• Albe, V. (2008). Students’ positions and considerations of scientific evidence about a controversial socioscientific issue. Science & Education, 17(8-9), 805-827.
• Aydın, S., & Boz, Y. (2012). Fen öğretmen eğitiminde pedagojik alan bilgisi araştırmalarının derlenmesi: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 12, 479-505.
• Barab, S. A., Sadler, T. D., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16(1), 59-82.
• Barrett, S. E., & Nieswandt, M. (2010). Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates’ beliefs. Journal of Research in Science Teaching, 47(4), 380–401.
• Pedretti, E. G., Bencze, L., Hewitt, J., Romkey, L., & Jivraj, A. (2008). Promoting issues-based STSE perspectives in science teacher education: Problems of identity and ideology. Science & Education, 17(8), 941-960.
• Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A framework for socio- scientific issues based education. Science Educator, 22(1), 26–32.
• Ratcliffe, M. (1997). Pupil decision-making about socioscientific issues within the science curriculum. International Journal of Science Education, 19(2), 167–182.
• Ratcliffe, M., & Grace, M. (2003). Science Education for Citizenship. Teaching Socio-Scientific Issues. Maidenhead: Open University Press.
• Reiss, M. J. (1999). Teaching ethics in science. Studies in Science Education, 34(1), 115-140.
• Roberts, D. A. (2007). Scientific literacy/science literacy. SK Abell & NG Lederman (Eds.). Handbook of research on science education (pp. 729-780).
• Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365-1387.
• Rose, S. L., & Barton, A. C. (2012). Should great lakes city build a new power plant? How youth navigate socioscientific issues. Journal of Research in Science Teaching, 49(5), 541-567.
• Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 4, 513-536.
• Sadler, T. D. (2009). Situated learning in science education: socio- scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.
• Sadler, T. D. (2011). Socio-scientific issues-based education: What we know about science education in the context of SSI. In Troy D. Sadler (Eds), Socio-scientific Issues in the Classroom (pp. 355-369). Springer Netherlands.
• Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1488.
• Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90(6), 986-1004.
• Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112-138.
• Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43(4), 353-376.
• Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry?. Research in Science Education, 37(4), 371-391.
• Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learning. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
• Wongsri, P., & Nuangchalerm, P. (2010). Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities. Journal of Social Science, 6(2), 240-243.
• Yadav, A., Lundeberg, M., DeSchryver, M., & Dirkin, K. (2007). Teaching science with case studies: A national survey of faculty perceptions of the benefits and challenges of using cases. Journal of College Science Teaching, 37(1), 34.
• Yager, R. (1998). STS challenges for accomplishing educational reform: The need for solving learning problems. Bulletin of Science, Technology and Society, 18, 315–326.
• Zeidler, D. L. (2001). Participating in program development: Standard F. In D. Siebert & W. McIntosh (Eds.), College pathways to the science education standards (pp. 18-22). Arlington, VA: National Science Teachers Press.
• Zeidler, D. L. (2014). Socioscientific Issues as a Curriculum Emphasis. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education Vol II (pp. 697-726). New York: Routhledge.
• Zeidler, D. L., & Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. Dordrecht: Kluwer Academic Publishers.
• Zeidler, D. L., Applebaum, S. M., & Sadler, T. D. (2011). Enacting a socioscientific issues classroom: Transformative transformations. In T. D. Sadler (Eds), Socio-scientific issues in the classroom (pp. 277-305). Netherlands: Springer.
• Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009a). Advancing reflective judgment through socioscientific issues. Journal of Research in Science Teaching, 46(1), 74-101.
• Zeidler, D. L., & Nichols, B. H. (2009b). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49-58.
• Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357-377.
• Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), 343-367.
• Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62.