Case Studies of Science Teachers Designing Socioscientific Issues-Based Instruction

Yıl 2019, Cilt: 34 Sayı: 1, 71 - 89, 31.01.2019

Engin Karahan Gillian H. Roehrıg

https://doi.org/10.16986/HUJE.2018044772

Öz

The
qualitative case studies in socioscientific issues (SSI) focus on teachers'
perceptions and opinions on teaching SSI, rather than individual teachers'
involvement in teaching SSI. Thus, there is a need for in-depth case studies
that focus on teachers' practices of teaching SSI and how these practices are
influenced by teachers' deeper beliefs and motivations. This study investigated
science teachers' design and implementation of SSI-based instruction. Using a
multiple case study design, the participants were three science teachers. The
data collected through semi-structured interviews, observational field notes,
and reflective journals in this study. The data analysis procedure occurred in
three stages: open coding, identification of patterns and categories, and
building themes. The findings revealed that one participant embraced the
inclusion of social aspects such as ethics and values in SSI instruction,
whereas the other two participants intentionally excluded the social aspects
and only focused on scientific data and findings in order to present the issue
in a less biased and controversial way. In addition, teachers' epistemological
and pedagogical beliefs about science and socioscientific issues, as well as
the social and cultural structure of their school and community, strongly
influenced their SSI-focused instructional practices.

Anahtar Kelimeler

Socioscientific issues, beliefs, teaching practices, case studies

Fen Bilimleri Öğretmenlerinin Sosyobilimsel Konular Temelli Öğretim Tasarımları: Durum Çalışması

Öz

Sosyobilimsel konular odaklı durum çalışmaları incelendiğinde öğretmenlerin
bu konuların öğretimine yönelik algı ve düşüncelerine odaklanılırken, sınıf içi
uygulamaların ihmal edildiği görülmektedir. Alanyazındaki bu eksikliği
karşılamak adına, nitel araştırma desenlerinden durum çalışması şeklinde
gerçekleştirilen bu çalışmada üç ortaöğretim fen bilimleri öğretmenlerinin sosyobilimsel
konuların öğretimindeki inanç ve motivasyonları ve bu faktörler ile birlikte
bağlamsal faktörlerin de sosyobilimsel konular odaklı öğretim süreçleri
tasarlama ve uygulamalarını nasıl şekillendirdiği incelenmektedir. Araştırmanın
veri toplama araçlarını yarı yapılandırılmış görüşmeler, gözleme dayalı saha
notları ve araştırmacı günlükleri oluşturmaktadır. Veri analizi süreci üç
aşamada gerçekleşmiştir: açık kodlama, tema ve kategorilerin tanımlanması ve
temaların oluşturulması. Araştırmanın bulgularına göre, katılımcılardan biri
sosyobilimsel konular odaklı fen bilimleri dersinin etik, ekonomi gibi farklı
sosyal boyutlar ile zenginleştirilmesinin konulara kapsamlı bir bakış açısı
geliştirmek ve bilgiye dayalı karar verme becerileri geliştirme açısından
vazgeçilmez olduğunu düşünürken, daha az deneyimli olan diğer iki katılımcı
sosyobilimsel konular odaklı fen bilimleri derslerini problemleri objektif
sunma adına bilimsel veri odaklı ve sosyal boyutlardan arındırılmış bir şekilde
gerçekleştirmeyi tercih etmişlerdir. Buna ek olarak, öğretmenlerin içlerinde bulundukları okul ve
toplumun sosyal ve kültürel özellikleri gerekse de öğretmenlerin sahip
oldukları inançları gibi bağlamsal faktörlerin öğretmenlerin sosyobilimsel
konular odaklı fen bilimleri dersi öğretimini güçlü bir şekilde
şekillendirdiğini göstermiştir.

Anahtar Kelimeler

Sosyobilimsel konular, inançlar, öğretim uygulamaları, durum çalışması

Kaynakça

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