Biology Teachers’ Understanding of Socioscientific Issues

Abstract

There is a growing body of research on developing effective strategies and curricula for integrating socioscientific issues (SSI) into science instruction. Despite the important progress achieved in the field, there is still a pressing need to investigate the readiness of science teachers to teach science through SSIs. To this end, the purpose of this study is to investigate biology teachers’ understanding of SSIs. Participants of this study were 102 in-service biology teachers. Data was collected through the Instrument for Assessing Pedagogical Content Knowledge for Biological Socioscientific Issues. The results indicated that the participants’ understanding of SSIs are inadequate to integrate the issues into their classroom.

Keywords

• Socioscientific issues,teaching of socioscientific issues,teachers’ understandings

Biyoloji Öğretmenlerinin Sosyobilimsel Konularla ile İlgili Anlayışları

Abstract

Son yıllarda sosyobilimsel konuların (SBK) etkili bir şekilde fen eğitimine dahil edilmesi için yapılan araştırmaların sayısı artmaktadır. Alandaki bu önemli ilerlemeye rağmen, hala öğretmenlerin sosyobilimsel konuların öğretimi için hazır olup olmadığı önemli bir araştırma alanını oluşturmaktadır. Öğretmenlerin SBK’ı nasıl algıladıkları ve yorumladıkları bu hazırbulunuşluğun bir parçasını oluşturmaktadır. Bu bağlamda çalışmanın amacı, Türkiye’deki biyoloji öğretmenlerinin SBK’ı nasıl algıladıklarını ortaya koymaktır. Çalışmaya Türkiye’nin farklı illerinde çalışan 102 biyoloji öğretmeni katılmıştır. Veri toplama aracı olarak ‘Sosyobilimsel Konularla ilgili Pedagojik Alan Bilgisi Formu’ kullanılmış ve elde edilen veriler nitel olarak analiz edilmiştir. Yapılan analiz, biyoloji öğretmenlerinin sosyobilimsel konularla ilgili anlayışlarının yetersiz olduğunu ve bu anlayışın sosyobilimsel konuların öğretimi ile ilgili tercihlerini etkilediğini göstermektedir.

Keywords

• Sosyobilimsel konular,sosyobilimsel konuların öğretimi,öğretmen anlayışları

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