TY  - JOUR
T1  - Exploring Preservice Science Teachers’ Socioscientific Reasoning Competence
TT  - Fen Bilimleri Öğretmen Adaylarının Sosyobilimsel Muhakeme Becerileri
AU  - Çite, Süleyman
AU  - Ünal, Ahmet
AU  - Şahingöz, Selçuk
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.24106/kefdergi.1797620
JF  - Kastamonu Education Journal
JO  - Kastamonu Eğitim Dergisi
PB  - Kastamonu Üniversitesi
WT  - DergiPark
SN  - 2147-9844
SP  - 938
EP  - 951
VL  - 33
IS  - 4
LA  - en
AB  - Purpose: Contemporary science education standards underscore the importance of scientific literacy. To this end, science education researchers have been discussing what scientific literacy entails in a globalized world. A recent approach defines scientific literacy not only as the ability to comprehend and apply science concepts but also as the competence to construct arguments about complex, science-based societal issues. This requires scientifically literate individuals to go beyond science concepts and examine societal issues from multiple perspectives, such as economic, social, and ethical, a practice known as socioscientific reasoning. Undoubtedly, developing students' socioscientific reasoning depends on having science teachers who are themselves competent socioscientific reasoners. In this respect, this study aims to document the socioscientific reasoning competencies of preservice science teachers through open-ended tasks incorporating societal issues. Design/Methodology/Approach: To assess preservice science teachers’ socioscientific reasoning competencies, an open-ended response task with two different socioscientific scenarios was designed and administered to 76 third and fourth year teacher candidates. Responses were analyzed with using inductive analysis method. Through constant comparison method, the responses of students were categorized into three level competency.Findings: The results show that while preservice teachers understood the complexity of these societal issues, their reasoning was naive in approaching the issues from the perspectives of different stakeholders, appreciating the need for further inquiry, and skeptically examining the issue.Highlights: The study concludes with implications for preservice science teacher education programs.
KW  - Socioscientific issues
KW  - Preservice Science Teachers
KW  - Socioscientific reasoning
N2  - Çalışmanın amacı: Çağdaş fen öğretim standartları, bilimsel okuryazarlığın önemini vurgulamaktadır. Fen eğitimi araştırmacıları, küreselleşen bir dünyada bilimsel okuryazarlığın ne anlama geldiğini tartışmaktadır. Yakın tarihli bir yaklaşım, bilimsel okuryazarlığı yalnızca bilimsel kavramları anlama ve uygulama becerisi olarak değil, aynı zamanda karmaşık, bilim temelli toplumsal konular hakkında argümanlar oluşturma yetkinliği olarak tanımlar. Bu, bilimsel olarak okuryazar bireylerin yalnızca bilimsel kavramlarla sınırlı kalmayıp; ekonomik, sosyal ve etik gibi farklı açılardan toplumsal sorunları incelemelerini gerektirir ki bu uygulama “sosyobilimsel muhakeme” olarak adlandırılır. Hiç kuşkusuz, öğrencilerin sosyobilimsel muhakeme becerilerini geliştirebilmeleri, bu konuda yetkin fen öğretmenlerinin varlığına bağlıdır. Bu bağlamda, bu çalışma fen bilimleri öğretmen adaylarının sosyobilimsel muhakeme yeterliklerini sosyobilimsel sorunları içeren açık uçlu sorular aracılığıyla ortaya koymayı amaçlamaktadır.Materyal ve Yöntem: Fen bilimleri öğretmen adaylarının sosyobilimsel muhakeme yeterliklerini değerlendirmek amacıyla, iki farklı sosyobilimsel senaryoyu içeren açık uçlu bir ölçme aracı tasarlanmış ve 3. ve 4. sınıfta öğrenim gören 76 öğretmen adayına uygulanmıştır. Yanıtlar, tümevarımsal analiz yöntemi kullanılarak analiz edilmiştir. Sürekli karşılaştırma yöntemi aracılığıyla, öğrencilerin yanıtları üç yeterlik düzeyine kategorize edilmiştir.Bulgular: Sonuçlar, öğretmen adaylarının sosyobilimsel konuların karmaşıklığını anladıklarını, ancak farklı paydaşların bakış açılarından soruna yaklaşma, daha fazla araştırmaya duyulan ihtiyacı takdir etme ve konuyu sorgulayıcı bir şekilde inceleme konularında muhakemelerinin oldukça yüzeysel olduğunu göstermektedir.Önemli Vurgular: Çalışma, fen öğretmeni yetiştirme programları için çıkarımlarla (önerilerle) sona ermektedir.
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UR  - https://doi.org/10.24106/kefdergi.1797620
L1  - https://dergipark.org.tr/tr/download/article-file/5303680
ER  -