Research Article
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Investigation of Pre-Service Science Teachers’ Awareness of Socio-Scientific Issues Appearing in Newspapers

Year 2018, Volume: 8 Issue: 4, 319 - 336, 29.12.2018
https://doi.org/10.19126/suje.461200

Abstract

The purpose of this study
was to determine pre-service science teachers’ awareness of socio-scientific
issues that are considered to be the pre-requisite of scientific literacy.  The sample of this qualitative research is
comprised of 15 third-year (junior) pre-service science teachers (13 females
and 2 males) who were selected using purposive sampling method. This research
consists of two phases. In the first phase researchers followed four newspapers
with the highest circulations rate for a month in 2016 and, specific articles
those are related to the science were selected after the evaluation of 120
newspaper articles. The second phase was an application process carried out
based on the active involvement of pre-service science teachers. This
application process included determining the science concepts in the
newspapers, the reasons of labelling an issue as socio-scientific, and
determining the socio-scientific concepts in these newspapers.  The findings of this study revealed that most
of the pre-service science teachers were able to determine the science-related
concepts in the newspaper articles as well as majority of them were able to
determine the headings regarded as socio-scientific issues. Pre-service science
teachers explained some of their reasons, as issues being open to dispute,
being up-to-date, and leading individuals to experience dilemmas for their
selection of socio-scientific issues.

References

  • Akcay, H., Kapici, H. O. ve Yager, R. E. (2017). Using newspapers and advertisement as a focus for science teaching and learning, Universal Journal of Educational Research, 5(1), 99-103.
  • Akçay, H., Yager, E. R., Iskander S. M. ve Turgut, H. (2010). Change in student beliefs about attitudes toward science in grades 6-9. Asia-Pacific Forum on Science Learning and Teaching, 11(1,) 1-18.
  • Aydın, F. ve Karaçam, S. (2015). Öğretmen adaylarının teknolojinin doğasına yönelik görüşlerinin gelişiminde gazete haberlerinin kullanımı. Eğitim Bilimleri Dergisi, 41, 1-17.
  • Bozkurt, E. (2010). İlköğretim 5.Sınıf Fen ve Teknoloji Dersi “Maddenin Değişimi ve Tanınması” Ünitesinde Gazetelerden Yararlanılarak Hazırlanan Ders Etkinliklerinin Tutum, Başarı ve Eleştirel Düşünme Becerilerine Etkisi.Yayımlanmamış Yüksek lisans tezi). Kocaeli Üniversitesi, Kocaeli.
  • Buluş-Kırıkkaya, E. ve Bozkurt, E. (2012). Fen ve teknoloji derslerinde gazetelerden yararlanılarak hazırlanan ders etkinliklerinin öğrencilerin akademik başarısına etkisi. Eğitim ve Bilim, 37(165), 1-17.
  • Cooper, C. B. (2011), Media literacy as a key strategy toward improving public acceptance of climate change science. BioScience, 61, 231–237.
  • Dani, D., Wan, G. ve Henning, J. E. (2010). A case for media literacy in the context of socioscientific issues. New Horizons in Education, 58 (3), 85-98.
  • De Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Science & Technology Education Library, 27, Published by Springer.
  • Deboer, E. G. (2000). Scientific literacy: another look at ıts historical and contemporary meanings and ıts relationship to science education reform. Journal of Research In Scıence Teachıng, 36(6), 582-601.
  • Dimopoulos, K. ve Smyrnaiou, Z., (2005). Factors related to students' interest in science learning. In D. Koliopoulos & A. Vavouraki (Eds.), Science Education at Cross Roads: Meeting the Challenges of the 21st Century (pp. 135-142). Athens: Association for Science Education.
  • Elliott, P. (2006). Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers. International Journal of Science Education, 28, 1245–1265.
  • Ercan, S., Bozkurt, E., Kol, A.A., Turgut, H., Öztürk, N., ve Eş, H. (2012-Eylül). Öğretmen adaylarının fen okuryazarlıkları: Anahtar fen kavramları boyutu. 21. Ulusal Eğitim Bilimleri Kongresi, Marmara Üniversitesi, İstanbul.
  • Eş, H. (2014). Concepts of Vegetable and Fruit in Preschool and Elementary Education. Journal of Baltic Science Education, 13(5), 709-725.
  • Evren-Yapıcoğlu, A. (2016). Fen bilimleri öğretmen adaylarının sosyobilimsel durum temelli öğretim yaklaşımı uygulamalarına yönelik görüşleri ve çalışmalarına yansıtmaları. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Araştırmaları Dergisi, 2(2), 132-151.
  • Fleming, R. (1986). Adolescent reasoning in socio-scientific issues. Part I: Social cognition. Journal of Research in Science Teaching, 23, 677-687.
  • Huang, H. P. ve Yore, L. D. (2003). A comparative study of Canadian and Taiwanese grade 5 children’s environmental behaviours, attitudes, concerns, emotional dispositions, and knowledge. International Journal of Science and Mathematics Education, 1, 419–448.
  • Ianacone, J. A. (2001). I only know what I read in the paper. English Journal, 82(8), 46–49.
  • Jarman,R. ve McClune, B. (2001). Use the news: a study of secondary teachers’ use of newspapers in the science classroom. Journal of Biological Education, 35(2), 69- 74.
  • Kavak, N., Tufan, Y. ve Demirelli, H. (2006). Fen-teknoloji okuryazarlığı ve informal fen eğitimi: gazetelerin potansiyel rolü. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 26(3), 17-28.
  • Klosterman, M. L., Sadler, T. D. ve Brown, J. (2012). Science teachers’ use of mass media to address socio-scientific and sustainability issues. Research in Science Education, 42, 51–74.
  • Kolstø, S. D. (2001). To trust or not to trust, pupils’ ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23, 877–901.
  • Levinson, R., & Turner, S. (2001). Valuable lessons: Engaging with the social context of science in schools. London, UK: The Wellcome Trust.
  • McClune, B. ve Jarman, R. (2010). Critical reading of science-based news reports: Establishing a knowledge, skills and attitudes framework. International Journal of Science Education, 32, 727–752.
  • MEB (2006). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • MEB (2013). İlköğretim fen bilimleri dersi (3. - 8. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • MEB (2017). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Miller, J. D. (1998), The measurement of civic scientific literacy. Public Understanding of Science, 7, 203–223.
  • Mutlu, M. ve Özel, M. (2008). Sınıf öğretmen adaylarının çiçekli bitkilerin büyüme ve gelişimi konuları ile ilgili anlama düzeyleri ve kavram yanılgıları. [Preservice elementary teachers’ understanding levels and misconceptions related to the grow and development of flowering plants]. Kastamonu Eğitim Dergisi, 16(1), 107-124.
  • Nielsen, J. A. (2012). Arguing from Nature: The role of ‘nature’ in students’ argumentations on a socio-scientific issue. International Journal of Science Education, 34(5), 723-744.
  • Oliveras, B., Márquez, C. ve Sanmartí, N. (2011). The use of newspaper articles as a tool to develop critical thinking in science classes. International Journal of Science Education, 35(6), 1-21.
  • Öztürk, N., Eş, H. veTurgut, H. (2017). How gifted students reach decisions in socio-scientific ıssues? warrants, ınformation sources and role of media, International Online Journal of Educational Sciences, , 9 (4), 1111 -1124.
  • Rausch, A. S. (2004). Newspaper in education’ in rural Japan. Journal of Asian Pacific Communication, 14(2), 223–244.
  • Rennie, L. J. (2007). Developing scientific and technological literacy through community projects. In B. Choksi & C. Natarajan (Eds.). The epiSTEME reviews: Research trends in science technology and mathematics education (Vol. 2, pp. 179–196). Delhi, India: Macmillan India.
  • Sadler, T. D. ve Zeidler, D. L. (2004). The morality of SSI: Construal and resolution of genetic engineering dilemmas. Science Education, 88, 4–27.
  • Sadler, T. D. ve Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71-93.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513- 536.
  • Sadler, T.D., Amirshokoohi, A., Kazempour, M. ve Allspaw, K. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43, 353–376.
  • Shibley, I. A. (2003). Using newspapers to examine the nature of science, Science & Education, 12, 691–702.
  • Sigler, E. A. ve Saam, J. (2006). Teacher candidates’ conceptual understanding of conceptual learning: from theory to practice. Journal of the Scholarship of Teaching and Learning, 6 (1), 118-127.
  • Snowman, J. ve Biehler, R. (2003). Psychology applied to teaching (10th ed.). Boston: Houghton Mifflin.
  • Topcu, M. S. (2011). Turkish elemantary Student Teachers’ Epistemological Beliefs and Moral Reasoning. European Journal of Teacher Education, 34(1), 99-125.
  • Topçu, M. S. (2015). Sosyobilimsel konular ve öğretimi. Ankara: Pegem Akademi.
  • Uşak, M. (2005). Fen Bilgisi Öğretmen Adaylarının Çiçekli Bitkiler Konusundaki Pedagojik Alan Bilgileri. Yayımlanmamış doktora tezi. Gazi Üniversitesi, Ankara.
  • Walker, K. ve Zeidler, D.L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387-1410.
  • Wellington, J. ve Osborne, J. F. (2001). Language and literacy in science education. Buckingham, UK: Open University Press.
  • Yager, R. E. (1996). History of science/technology/society as reform in the United States. In R.E. Yager (Ed.), Science/technology/society as reform in science education (pp. 3–15). Albany: State University of New York Press.
  • Zeidler, D. L., Walker, K. A., Ackett, W. A. ve Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343-367.
  • Zeidler, D.L. ve Sadler, D.L. (2011). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning. In Linder, C. Ostman, L, Roberts, D.A., Wickman, P., Erickson, G. & MacKinnon, A. (Eds.), Promoting scientific literacy: Science education research in transaction (pp. 176-192). New York: Routledge / Taylor & Francis Group.

Fen Bilgisi Öğretmen Adaylarının Gazetelerde Yer Alan Sosyo-Bilimsel Konulara Yönelik Farkındalıklarının İncelenmesi

Year 2018, Volume: 8 Issue: 4, 319 - 336, 29.12.2018
https://doi.org/10.19126/suje.461200

Abstract

Bu çalışmada fen bilgisi
öğretmen adaylarının fen okuryazarlığı için bir ön koşul niteliği olarak ifade
edilebilecek sosyo-bilimsel konularla ilgili farkındalıklarının tespit edilmesi
amaçlanmıştır. Nitel araştırma desenlerinden durum çalışması deseninin
kullanıldığı araştırmanın çalışma grubu, amaçlı örnekleme yöntemine göre
belirlenmiş 15 (13 kadın, 2 erkek) 3.sınıf öğretmen adayından oluşmaktadır.
Uygulama süreci iki aşamadan oluşmaktadır. İlk aşamada, araştırmacılar
tarafından 2016 yılına ait gazete tirajları dikkate alınarak en yüksek tiraja
sahip dört ulusal gazete bir ay boyunca takip edilmiş ve incelenen 120 gazete
haber metni arasından fen ile ilgili olan haber metinleri belirlenmiştir.
Araştırmanın ikinci aşaması ise öğretmen adaylarının aktif katılımı ile
planlanmış bir uygulama sürecinden oluşmaktadır. Adaylar, bir konunun
sosyo-bilimsel olmasında hangi özelliklere sahip olması gerektiğini
belirtmişler ve gazetelerde yer alan haber metinleri arasından sosyo-bilimsel
konuları tespit etmişlerdir. Araştırma sonunda, öğretmen adaylarının büyük bir
kısmının, haber metinlerinde yer alan fen kavramlarını belirleyebildikleri ve
gazetelerde yer alan sosyo-bilimsel konuların çoğunu tespit edebildikleri
görülmüştür. Adayların, tespit ettikleri sosyo-bilimsel konuları seçme
nedenleri olarak; konuların tartışmaya açık olması, güncel olması ve bireyi
ikileme düşürmesi gibi gerekçeler öne sürdükleri belirlenmiştir.

References

  • Akcay, H., Kapici, H. O. ve Yager, R. E. (2017). Using newspapers and advertisement as a focus for science teaching and learning, Universal Journal of Educational Research, 5(1), 99-103.
  • Akçay, H., Yager, E. R., Iskander S. M. ve Turgut, H. (2010). Change in student beliefs about attitudes toward science in grades 6-9. Asia-Pacific Forum on Science Learning and Teaching, 11(1,) 1-18.
  • Aydın, F. ve Karaçam, S. (2015). Öğretmen adaylarının teknolojinin doğasına yönelik görüşlerinin gelişiminde gazete haberlerinin kullanımı. Eğitim Bilimleri Dergisi, 41, 1-17.
  • Bozkurt, E. (2010). İlköğretim 5.Sınıf Fen ve Teknoloji Dersi “Maddenin Değişimi ve Tanınması” Ünitesinde Gazetelerden Yararlanılarak Hazırlanan Ders Etkinliklerinin Tutum, Başarı ve Eleştirel Düşünme Becerilerine Etkisi.Yayımlanmamış Yüksek lisans tezi). Kocaeli Üniversitesi, Kocaeli.
  • Buluş-Kırıkkaya, E. ve Bozkurt, E. (2012). Fen ve teknoloji derslerinde gazetelerden yararlanılarak hazırlanan ders etkinliklerinin öğrencilerin akademik başarısına etkisi. Eğitim ve Bilim, 37(165), 1-17.
  • Cooper, C. B. (2011), Media literacy as a key strategy toward improving public acceptance of climate change science. BioScience, 61, 231–237.
  • Dani, D., Wan, G. ve Henning, J. E. (2010). A case for media literacy in the context of socioscientific issues. New Horizons in Education, 58 (3), 85-98.
  • De Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Science & Technology Education Library, 27, Published by Springer.
  • Deboer, E. G. (2000). Scientific literacy: another look at ıts historical and contemporary meanings and ıts relationship to science education reform. Journal of Research In Scıence Teachıng, 36(6), 582-601.
  • Dimopoulos, K. ve Smyrnaiou, Z., (2005). Factors related to students' interest in science learning. In D. Koliopoulos & A. Vavouraki (Eds.), Science Education at Cross Roads: Meeting the Challenges of the 21st Century (pp. 135-142). Athens: Association for Science Education.
  • Elliott, P. (2006). Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers. International Journal of Science Education, 28, 1245–1265.
  • Ercan, S., Bozkurt, E., Kol, A.A., Turgut, H., Öztürk, N., ve Eş, H. (2012-Eylül). Öğretmen adaylarının fen okuryazarlıkları: Anahtar fen kavramları boyutu. 21. Ulusal Eğitim Bilimleri Kongresi, Marmara Üniversitesi, İstanbul.
  • Eş, H. (2014). Concepts of Vegetable and Fruit in Preschool and Elementary Education. Journal of Baltic Science Education, 13(5), 709-725.
  • Evren-Yapıcoğlu, A. (2016). Fen bilimleri öğretmen adaylarının sosyobilimsel durum temelli öğretim yaklaşımı uygulamalarına yönelik görüşleri ve çalışmalarına yansıtmaları. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Araştırmaları Dergisi, 2(2), 132-151.
  • Fleming, R. (1986). Adolescent reasoning in socio-scientific issues. Part I: Social cognition. Journal of Research in Science Teaching, 23, 677-687.
  • Huang, H. P. ve Yore, L. D. (2003). A comparative study of Canadian and Taiwanese grade 5 children’s environmental behaviours, attitudes, concerns, emotional dispositions, and knowledge. International Journal of Science and Mathematics Education, 1, 419–448.
  • Ianacone, J. A. (2001). I only know what I read in the paper. English Journal, 82(8), 46–49.
  • Jarman,R. ve McClune, B. (2001). Use the news: a study of secondary teachers’ use of newspapers in the science classroom. Journal of Biological Education, 35(2), 69- 74.
  • Kavak, N., Tufan, Y. ve Demirelli, H. (2006). Fen-teknoloji okuryazarlığı ve informal fen eğitimi: gazetelerin potansiyel rolü. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 26(3), 17-28.
  • Klosterman, M. L., Sadler, T. D. ve Brown, J. (2012). Science teachers’ use of mass media to address socio-scientific and sustainability issues. Research in Science Education, 42, 51–74.
  • Kolstø, S. D. (2001). To trust or not to trust, pupils’ ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23, 877–901.
  • Levinson, R., & Turner, S. (2001). Valuable lessons: Engaging with the social context of science in schools. London, UK: The Wellcome Trust.
  • McClune, B. ve Jarman, R. (2010). Critical reading of science-based news reports: Establishing a knowledge, skills and attitudes framework. International Journal of Science Education, 32, 727–752.
  • MEB (2006). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • MEB (2013). İlköğretim fen bilimleri dersi (3. - 8. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • MEB (2017). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Miller, J. D. (1998), The measurement of civic scientific literacy. Public Understanding of Science, 7, 203–223.
  • Mutlu, M. ve Özel, M. (2008). Sınıf öğretmen adaylarının çiçekli bitkilerin büyüme ve gelişimi konuları ile ilgili anlama düzeyleri ve kavram yanılgıları. [Preservice elementary teachers’ understanding levels and misconceptions related to the grow and development of flowering plants]. Kastamonu Eğitim Dergisi, 16(1), 107-124.
  • Nielsen, J. A. (2012). Arguing from Nature: The role of ‘nature’ in students’ argumentations on a socio-scientific issue. International Journal of Science Education, 34(5), 723-744.
  • Oliveras, B., Márquez, C. ve Sanmartí, N. (2011). The use of newspaper articles as a tool to develop critical thinking in science classes. International Journal of Science Education, 35(6), 1-21.
  • Öztürk, N., Eş, H. veTurgut, H. (2017). How gifted students reach decisions in socio-scientific ıssues? warrants, ınformation sources and role of media, International Online Journal of Educational Sciences, , 9 (4), 1111 -1124.
  • Rausch, A. S. (2004). Newspaper in education’ in rural Japan. Journal of Asian Pacific Communication, 14(2), 223–244.
  • Rennie, L. J. (2007). Developing scientific and technological literacy through community projects. In B. Choksi & C. Natarajan (Eds.). The epiSTEME reviews: Research trends in science technology and mathematics education (Vol. 2, pp. 179–196). Delhi, India: Macmillan India.
  • Sadler, T. D. ve Zeidler, D. L. (2004). The morality of SSI: Construal and resolution of genetic engineering dilemmas. Science Education, 88, 4–27.
  • Sadler, T. D. ve Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71-93.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513- 536.
  • Sadler, T.D., Amirshokoohi, A., Kazempour, M. ve Allspaw, K. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43, 353–376.
  • Shibley, I. A. (2003). Using newspapers to examine the nature of science, Science & Education, 12, 691–702.
  • Sigler, E. A. ve Saam, J. (2006). Teacher candidates’ conceptual understanding of conceptual learning: from theory to practice. Journal of the Scholarship of Teaching and Learning, 6 (1), 118-127.
  • Snowman, J. ve Biehler, R. (2003). Psychology applied to teaching (10th ed.). Boston: Houghton Mifflin.
  • Topcu, M. S. (2011). Turkish elemantary Student Teachers’ Epistemological Beliefs and Moral Reasoning. European Journal of Teacher Education, 34(1), 99-125.
  • Topçu, M. S. (2015). Sosyobilimsel konular ve öğretimi. Ankara: Pegem Akademi.
  • Uşak, M. (2005). Fen Bilgisi Öğretmen Adaylarının Çiçekli Bitkiler Konusundaki Pedagojik Alan Bilgileri. Yayımlanmamış doktora tezi. Gazi Üniversitesi, Ankara.
  • Walker, K. ve Zeidler, D.L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International Journal of Science Education, 29(11), 1387-1410.
  • Wellington, J. ve Osborne, J. F. (2001). Language and literacy in science education. Buckingham, UK: Open University Press.
  • Yager, R. E. (1996). History of science/technology/society as reform in the United States. In R.E. Yager (Ed.), Science/technology/society as reform in science education (pp. 3–15). Albany: State University of New York Press.
  • Zeidler, D. L., Walker, K. A., Ackett, W. A. ve Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343-367.
  • Zeidler, D.L. ve Sadler, D.L. (2011). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning. In Linder, C. Ostman, L, Roberts, D.A., Wickman, P., Erickson, G. & MacKinnon, A. (Eds.), Promoting scientific literacy: Science education research in transaction (pp. 176-192). New York: Routledge / Taylor & Francis Group.
There are 48 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Nurhan Öztürk 0000-0002-4395-7780

Hilal Erabdan This is me 0000-0001-8925-1428

Publication Date December 29, 2018
Published in Issue Year 2018 Volume: 8 Issue: 4

Cite

APA Öztürk, N., & Erabdan, H. (2018). Fen Bilgisi Öğretmen Adaylarının Gazetelerde Yer Alan Sosyo-Bilimsel Konulara Yönelik Farkındalıklarının İncelenmesi. Sakarya University Journal of Education, 8(4), 319-336. https://doi.org/10.19126/suje.461200