The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students' Logical Thinking Skills

Yıl 2022, Cilt: 15 Sayı: 2, 420 - 452, 22.04.2022

Fatma Şaşmazören , Ayşegül Karapınar , Kübranur Sarı , Tuğba Demirer

https://doi.org/10.30831/akukeg.1001361

Cited By: 2

Öz

In recent years, countries have focused specifically on improving thinking skills in their science education programs. One of the science lesson methods that can be used to activate the use of thinking processes is scientific scenarios. Therefore, the study aim is to investigate the effect of the use of scientific scenarios in the science course on students' logical thinking skills. The study was carried out in the 'DNA and genetic code' unit, which especially includes some socioscientific issues. The research was designed according to the quasi-experimental pattern with unequal control group among the pretest-posttest control group designs, and it was conducted with a total of 36 eighth grade students from the experimental and control groups. The data were collected using the logical thinking group test and an individual information form. According to the study findings, it was understood that scenario-based teaching had an important effect on developing students' logical thinking and in passing their developmental period to the next stage. This finding shows that the processing of some socioscientific science topics with scientific scenarios is effective in increasing students' logical thinking skills. In line with these results obtained from the study, conclusions have been made regarding the use of scientific scenarios.

Anahtar Kelimeler

logical thinking skills, science, scientific scenario, socioscientific issues

Destekleyen Kurum

Manisa Celal Bayar University Scientific Research Projects Coordination Unit

Proje Numarası

2018-219

Kaynakça

• Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108-124. https://doi.org/10.1080/15248372.2020.1814293