Araştırma Makalesi
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Biyoloji Öğretmenlerinin Sosyo-Bilimsel Konuların Öğretimine Yönelik Görüşlerinin İncelenmesi

Yıl 2021, Cilt: 17 Sayı: 1, 161 - 181, 15.04.2021
https://doi.org/10.17860/mersinefd.827736

Öz

Sosyo-bilimsel konular (SBK), temeli bilimsel araştırma sonuçlarına, uygulamalarına veya uygulama sonuçlarında ortaya çıkan problemlere dayalı olan ve çoğunlukla sonuçları canlı yaşamı, doğa üzerinde etkili, toplumsal, ekonomik, politik ve ahlaki olarak tartışmalı konulardır. Bu anlamda, öğrencilerin bilimsel okuryazar olarak eleştirel düşünme becerilerini kullanarak gelecekle ilgili karar verme sürecinde aktif rol alıcılar olarak SBK konularındaki eğitimleri toplumsal boyutta son derece önemlidir. SBK öğretiminde ise fen bilimleri ve biyoloji öğretmenlerinin diğer alanlara göre öğrenciler üzerindeki etkisi ve öğretim programları içeriği açısından daha fazla öne çıkmaktadır. Dolayısıyla bu araştırmada, Biyoloji öğretmenlerinin SBK konularının öğretimini öğrencilerle nasıl gerçekleştirdikleri ve nelere ihtiyaçları olduğunu tespit etmek amaçlanmıştır. Çalışmada nitel araştırma desenlerinden biri olan olgu bilim (phenomenology) kullanılmıştır. Çalışma grubu, 2017–2018 akademik yılı güz yarıyılında Türkiye’nin farklı şehirlerinde görev yapmakta olan on dört Biyoloji öğretmeninden (9 kadın, 5 erkek) oluşmuştur. Araştırmacılar tarafından hazırlanan görüşme formu kullanılarak veriler elde edilmiştir. Öğretmenlerle yüz yüze, telefonla ve yarı-yapılandırılmış görüşmeler yapılmıştır. Verilerin çözümlenmesinde ise araştırma problemlerine göre oluşturulan kategoriler için içerik analiz yöntemiyle kodlar oluşturulmuştur. Görüşmelerin transkripsiyonu, kodlanması ve analizi bu çalışmanın araştırmacılarından ikisi tarafından bağımsız olarak yapılmıştır. Elde edilen sonuçlara göre, öğretmenlerin SBK’nın tanımı, öğretim yöntem ve teknikleri, konu içerik bilgisi ve öğretim materyalleri boyutunda desteğe gereksinimlerinin olduğu tespit edilmiştir.

Kaynakça

  • Alaçam-Akşit, A. C. (2011). Sınıf öğretmeni adaylarının sosyobilimsel konularla ve bu konuların öğretimiyle ilgili görüşleri. (Yayımlanmamış Yüksek Lisans Tezi). Ege Üniversitesi, İzmir.
  • Altuntas, E. C., Yılmaz, M., & Turan, S. L. (2017). Biyoloji öğretmen adaylarının sosyobilimsel bir konudaki eleştirel düşünmelerinin empati açısından incelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 915-931. doi: 10.14686/buefad.311276
  • Aytaçlı, B. (2012). Durum çalışmasına ayrıntılı bir bakış. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 3(1), 1-9. Mayıs 2019 tarihinde erişilmiştir. https://dergipark.org.tr/tr/download/article-file/399478
  • Bakırcı, H., Artun, H., Şahin, S. ve Sağdıç, M. (2018). Ortak bilgi yapılandırma modeline dayalı fen öğretimi aracılığıyla yedinci sınıf öğrencilerinin sosyobilimsel konular hakkındaki görüşlerinin incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 6(2), 207-237.
  • Barber, M. (2001). A comparison of NEAB and Salters A-level Chemistry: Students views and achievements. York, UK: University of York.
  • Bossér, U., Lundin, M., Lindahl, M., & Linder, C. (2015). Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices. European Journal of Science and Mathematics Education. 3, 159-176.
  • Cohen, L., Lawrence, M., & Morrison, K. (2006). Research methods in education. London and New York: Routledge Falmer.
  • Creswell, J.W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. (3rd Ed.) Thousand Oaks; CA: SAGE.
  • Dori, Y. J., Tal, R. T., & Tsaushu, M. (2003). Teaching biotechnology through case studies—can we improve higher order thinking skills of nonscience majors? Science Education, 87(6), 767-793. doi: 10.1002/sce.10081
  • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312. doi: 10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
  • Ekborg, M. , Ottander, C., Silfver, E. & Simon, S. (2013). Teachers’ experience of working with socioscientific issues: A large scale and in-depth study. Research in Science Education, 43(2), 599- 617. doi: 10.1007/s11165-011-9279-5
  • Espejaa, A. G., & Lagaróna, D. C. (2015). Socio-scientific issues (SSI) in initial training of primary school teachers: Pre-service teachers’ conceptualization of SSI and appreciation of the value of teaching SSI. Procedia - Social and Behavioral Sciences, 196, 80 – 88. doi: 10.1016/j.sbspro.2015.07.015
  • Gray, D. S., & Bryce, T. (2006). Socio‐scientific issues in science education: implications for the professional development of teachers. Cambridge Journal of Education, 36(2), 171-192. doi: 10.1080/03057640600718489
  • Gürbüzoğlu -Yalmancı, S. & Gözüm, A. İ. C. (2016). Fen bilgisi öğretmen adaylarının (GDO) sosyobilimsel konusuna yönelik araştırma davranışlarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(1), 499-515.
  • Han- Tosunoğlu, Ç, & İrez. S, (2017). Biyoloji öğretmenlerinin sosyobilimsel konularla ile ilgili anlayışları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 833-860. doi: 10.19171/uefad.369244
  • Kara, Y. (2012). Pre-service biology teachers’ perceptions on the instruction of socio-scientific issues in the curriculum. European Journal of Teacher Education, 35(1), 111–129. doi: 10.1080/02619768.2011.633999
  • Kılınç, A., Demiral, U., & Kartal, T. (2017). Resistance to dialogic discourse in SSI teaching: The effects of an argumentation‐based workshop, teaching practicum, and induction on a preservice science teacher. Journal of Research in Science Teaching, 54(6), 764-789. doi: 10.1002/tea.21385
  • Klosterman, M. L., & Sadler, T. D. (2010). Multi‐level assessment of scientific content knowledge gains associated with socioscientific issues‐based instruction. International Journal of Science Education, 32(8), 1017-1043. doi: 10.1080/09500690902894512
  • Lee, H., Abd‐El‐Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum. Canadian Journal of Science, Mathematics and Technology Education, 6(2), 97-117. doi: 10.1080/14926150609556691
  • Lee, M. K., & Erdogan, I. (2007). The effect of science–technology–society teaching on students’ attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29(11), 1315-1327. doi: 10.1080/09500690600972974
  • Levinson, R. (2006). Teachers' perceptions of the role of evidence in teaching controversial socio scientific ıssues. The Curriculum Journal, 17(3), 247-262. doi: 10.1080/09500690600560753
  • Levinson, R. (2007). Towards a pedagogical framework for the teaching of controversial socio- scientific issues to secondary schools in the age range 14–19. Unpublished PhD thesis. London: Institute of Education.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Louca, L.
  • Lincoln, Y. S., & Denzin, N. K. (1994). The fifth moment. Handbook of qualitative research, 1, 575-586.
  • McKee, C. ve Bohannon, K. (2016). Exploring the reasons behind parental refusal of vaccines. The Journal of Pediatric Pharmacology and Therapeutics, 21, 104–109. doi.org/10.5863/1551-6776-21.2.104
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
  • Milli Eğitim Bakanlığı (MEB), (2013). 3-4-5-6-7 ve 8. Sınıflar Fen Bilimleri Dersi Öğretim Programı, Talim Terbiye Kurulu Başkanlığı, Ankara.
  • Milli Eğitim Bakanlığı (MEB), 2018. 3-4-5-6-7 ve 8. Sınıflar Fen Bilimleri Dersi Öğretim Programı, Talim Terbiye Kurulu Başkanlığı, Ankara.
  • Organisation for Economic Co-operation and Development (OECD), (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD.
  • Oulton, C., Day, V., Dillon, J., & Grace, M. (2004). Controversial issues‐teachers' attitudes and practices in the context of citizenship education. Oxford Review of Education, 30(4), 489-507. doi: 10.1080/0305498042000303973
  • Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., & Ralle, B. (2006). “Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach. International Journal of Science Education, 28(9), 1041-1062. https://doi.org/10.1080/09500690600702512
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Edition). Beverly Hills, CA: Sage.
  • Pitiporntapi, S., & Srisakuna, S. (2017). Case studies of the development of science teachers’ practices of socio-scientific ıssue (SSI)-based teaching through a professional development program. International Education Studies, 10(1), 56-66. doi:10.5539/ies.v10n1p56
  • Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. McGraw-Hill Education (UK).
  • Reis, P., & Galvao, C. (2009). Teaching controversial socio-scientific issues in biology and geology classes: a case study. Electronic Journal of Science Education, 13(1), 162-185.
  • Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112– 138. doi: 10.1002/tea.20042
  • Sadler, T. D., Barab, S. A., Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Journal of Research in Science Teaching, 37, 371-391. doi: 10.1007/s11165-006-9030-9 Sadler, T.D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1–42. doi: 10.1080/03057260802681839
  • Simonneaux, L. (2014). Questions socialement vives and socio-scientific issues: New trends of research to meet the training needs of postmodern society. In C.
  • Bruguiere, A. Tiberghien & P. Clement (Eds.), Topics and trends in current science education (pp. 37- 54). Dordrecht, The Netherlands: Springer, Verlag.
  • Sonmez, A., & Kılınç, A. (2012). Preservice science teachers’ self-efficacy beliefs about teaching GM foods: The potential effects of some psychometric factors. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6(2), 49-76.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications, Fs.436.
  • Streefland, P. H. (2001). Public doubts about vaccination safety and resistance against vaccination. Health Policy, 55(3), 159-172. doi: 10.1016/S0168-8510(00)00132-9
  • Sturman, A. (1999). Case study methods. In J. P. Keeves & G. Lomski, (Eds), Issues in educational research. Oxford: Elsevier.
  • Sürmeli, H., & Sahin, F. (2012). Preservice scıence teachers’ opinions and ethical perceptions ın relation to cloning studies. Cukurova University Faculty of Education Journal, 41(2), 76-86.
  • Topçu, M. S. (2010). Development of attitudes towards socioscientific issues scale for undergraduate students. Evaluation & Research in Education, 23(1), 51-67. doi: 10.1080/09500791003628187
  • Topçu, M. S. (2015). Sosyobilimsel konular ve öğretimi. Ankara: Pegem.
  • Wu, Y-T. & Tsai, C., C. (2007). High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses, International Journal of Science Education, 29(9), 1163-1187, DOI: 10.1080/09500690601083375
  • Yager, R. E. (1996). Science/technology/society as reform in science education. Albany: State University of New York Press.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Yin, R. K. (2003). Case study research: Methods and methods. (3rd Edition). London: Sage Publications.
  • Yin, S. (2009). Durum Çalışması Araştırması Uygulamaları. İlhan Günbayı (Çev.) Ankara, Pegem.
  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research‐based framework for socioscientific issues education. Science Education, 89(3), 357‐377. https://doi.org/10.1002/sce.20048
  • Zeidler, D.L. & Sadler, D.L. (2011). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning. In C. Linder, L. Ostman, D.A. Roberts, P. Wickman (Eds.), Promoting scientific literacy: Science education research in transaction (pp. 176-192). New York: Routledge/Taylor & Francis Group.

Exploring Biology Teachers’ Views on Teaching Socio-Scientific Issues

Yıl 2021, Cilt: 17 Sayı: 1, 161 - 181, 15.04.2021
https://doi.org/10.17860/mersinefd.827736

Öz

Socio-scientific issues (SSI) are socially, economically, politically and morally controversial issues based on the results of scientific researches, applications or the results of these applications and whose consequences often have an impact on living things and environment. From this perspective, it is significant to integrate SSI in educational programs to educate scientific literate citizens who have critical thinking skills and make informed decisions. Teaching SSI to science teachers and biology teachers come into prominence more than other majors regarding their impact on students and the content of the curriculum. The purpose of this research, thus, was to identify how biology teachers performed SSI education with students and what they needed in this regard. In this study, a phenomenology study, one of the qualitative research designs was used. The study group consisted of fourteen biology teachers (9 females and 5 males) working in different cities in Turkey in the fall semester of the 2017-2018 academic year. The data were obtained through face-to-face semi-structured interviews, telephone and internet calls (facetime and skype) using a data collection tool comprising six open-ended questions which were prepared by the researchers. To analyze the data, codes and themes were developed through content analysis method. The transcription, coding, and analysis of the interviews were conducted independently by two of the researchers in this study. According to the obtained results, it was identified that teachers are in need of support in terms of the definition of SSI, teaching method and technique, subject content details, and teaching materials.

Kaynakça

  • Alaçam-Akşit, A. C. (2011). Sınıf öğretmeni adaylarının sosyobilimsel konularla ve bu konuların öğretimiyle ilgili görüşleri. (Yayımlanmamış Yüksek Lisans Tezi). Ege Üniversitesi, İzmir.
  • Altuntas, E. C., Yılmaz, M., & Turan, S. L. (2017). Biyoloji öğretmen adaylarının sosyobilimsel bir konudaki eleştirel düşünmelerinin empati açısından incelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 915-931. doi: 10.14686/buefad.311276
  • Aytaçlı, B. (2012). Durum çalışmasına ayrıntılı bir bakış. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 3(1), 1-9. Mayıs 2019 tarihinde erişilmiştir. https://dergipark.org.tr/tr/download/article-file/399478
  • Bakırcı, H., Artun, H., Şahin, S. ve Sağdıç, M. (2018). Ortak bilgi yapılandırma modeline dayalı fen öğretimi aracılığıyla yedinci sınıf öğrencilerinin sosyobilimsel konular hakkındaki görüşlerinin incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 6(2), 207-237.
  • Barber, M. (2001). A comparison of NEAB and Salters A-level Chemistry: Students views and achievements. York, UK: University of York.
  • Bossér, U., Lundin, M., Lindahl, M., & Linder, C. (2015). Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices. European Journal of Science and Mathematics Education. 3, 159-176.
  • Cohen, L., Lawrence, M., & Morrison, K. (2006). Research methods in education. London and New York: Routledge Falmer.
  • Creswell, J.W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. (3rd Ed.) Thousand Oaks; CA: SAGE.
  • Dori, Y. J., Tal, R. T., & Tsaushu, M. (2003). Teaching biotechnology through case studies—can we improve higher order thinking skills of nonscience majors? Science Education, 87(6), 767-793. doi: 10.1002/sce.10081
  • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312. doi: 10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
  • Ekborg, M. , Ottander, C., Silfver, E. & Simon, S. (2013). Teachers’ experience of working with socioscientific issues: A large scale and in-depth study. Research in Science Education, 43(2), 599- 617. doi: 10.1007/s11165-011-9279-5
  • Espejaa, A. G., & Lagaróna, D. C. (2015). Socio-scientific issues (SSI) in initial training of primary school teachers: Pre-service teachers’ conceptualization of SSI and appreciation of the value of teaching SSI. Procedia - Social and Behavioral Sciences, 196, 80 – 88. doi: 10.1016/j.sbspro.2015.07.015
  • Gray, D. S., & Bryce, T. (2006). Socio‐scientific issues in science education: implications for the professional development of teachers. Cambridge Journal of Education, 36(2), 171-192. doi: 10.1080/03057640600718489
  • Gürbüzoğlu -Yalmancı, S. & Gözüm, A. İ. C. (2016). Fen bilgisi öğretmen adaylarının (GDO) sosyobilimsel konusuna yönelik araştırma davranışlarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(1), 499-515.
  • Han- Tosunoğlu, Ç, & İrez. S, (2017). Biyoloji öğretmenlerinin sosyobilimsel konularla ile ilgili anlayışları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(2), 833-860. doi: 10.19171/uefad.369244
  • Kara, Y. (2012). Pre-service biology teachers’ perceptions on the instruction of socio-scientific issues in the curriculum. European Journal of Teacher Education, 35(1), 111–129. doi: 10.1080/02619768.2011.633999
  • Kılınç, A., Demiral, U., & Kartal, T. (2017). Resistance to dialogic discourse in SSI teaching: The effects of an argumentation‐based workshop, teaching practicum, and induction on a preservice science teacher. Journal of Research in Science Teaching, 54(6), 764-789. doi: 10.1002/tea.21385
  • Klosterman, M. L., & Sadler, T. D. (2010). Multi‐level assessment of scientific content knowledge gains associated with socioscientific issues‐based instruction. International Journal of Science Education, 32(8), 1017-1043. doi: 10.1080/09500690902894512
  • Lee, H., Abd‐El‐Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum. Canadian Journal of Science, Mathematics and Technology Education, 6(2), 97-117. doi: 10.1080/14926150609556691
  • Lee, M. K., & Erdogan, I. (2007). The effect of science–technology–society teaching on students’ attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29(11), 1315-1327. doi: 10.1080/09500690600972974
  • Levinson, R. (2006). Teachers' perceptions of the role of evidence in teaching controversial socio scientific ıssues. The Curriculum Journal, 17(3), 247-262. doi: 10.1080/09500690600560753
  • Levinson, R. (2007). Towards a pedagogical framework for the teaching of controversial socio- scientific issues to secondary schools in the age range 14–19. Unpublished PhD thesis. London: Institute of Education.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Louca, L.
  • Lincoln, Y. S., & Denzin, N. K. (1994). The fifth moment. Handbook of qualitative research, 1, 575-586.
  • McKee, C. ve Bohannon, K. (2016). Exploring the reasons behind parental refusal of vaccines. The Journal of Pediatric Pharmacology and Therapeutics, 21, 104–109. doi.org/10.5863/1551-6776-21.2.104
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
  • Milli Eğitim Bakanlığı (MEB), (2013). 3-4-5-6-7 ve 8. Sınıflar Fen Bilimleri Dersi Öğretim Programı, Talim Terbiye Kurulu Başkanlığı, Ankara.
  • Milli Eğitim Bakanlığı (MEB), 2018. 3-4-5-6-7 ve 8. Sınıflar Fen Bilimleri Dersi Öğretim Programı, Talim Terbiye Kurulu Başkanlığı, Ankara.
  • Organisation for Economic Co-operation and Development (OECD), (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD.
  • Oulton, C., Day, V., Dillon, J., & Grace, M. (2004). Controversial issues‐teachers' attitudes and practices in the context of citizenship education. Oxford Review of Education, 30(4), 489-507. doi: 10.1080/0305498042000303973
  • Parchmann, I., Gräsel, C., Baer, A., Nentwig, P., Demuth, R., & Ralle, B. (2006). “Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach. International Journal of Science Education, 28(9), 1041-1062. https://doi.org/10.1080/09500690600702512
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd Edition). Beverly Hills, CA: Sage.
  • Pitiporntapi, S., & Srisakuna, S. (2017). Case studies of the development of science teachers’ practices of socio-scientific ıssue (SSI)-based teaching through a professional development program. International Education Studies, 10(1), 56-66. doi:10.5539/ies.v10n1p56
  • Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. McGraw-Hill Education (UK).
  • Reis, P., & Galvao, C. (2009). Teaching controversial socio-scientific issues in biology and geology classes: a case study. Electronic Journal of Science Education, 13(1), 162-185.
  • Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112– 138. doi: 10.1002/tea.20042
  • Sadler, T. D., Barab, S. A., Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Journal of Research in Science Teaching, 37, 371-391. doi: 10.1007/s11165-006-9030-9 Sadler, T.D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1–42. doi: 10.1080/03057260802681839
  • Simonneaux, L. (2014). Questions socialement vives and socio-scientific issues: New trends of research to meet the training needs of postmodern society. In C.
  • Bruguiere, A. Tiberghien & P. Clement (Eds.), Topics and trends in current science education (pp. 37- 54). Dordrecht, The Netherlands: Springer, Verlag.
  • Sonmez, A., & Kılınç, A. (2012). Preservice science teachers’ self-efficacy beliefs about teaching GM foods: The potential effects of some psychometric factors. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6(2), 49-76.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications, Fs.436.
  • Streefland, P. H. (2001). Public doubts about vaccination safety and resistance against vaccination. Health Policy, 55(3), 159-172. doi: 10.1016/S0168-8510(00)00132-9
  • Sturman, A. (1999). Case study methods. In J. P. Keeves & G. Lomski, (Eds), Issues in educational research. Oxford: Elsevier.
  • Sürmeli, H., & Sahin, F. (2012). Preservice scıence teachers’ opinions and ethical perceptions ın relation to cloning studies. Cukurova University Faculty of Education Journal, 41(2), 76-86.
  • Topçu, M. S. (2010). Development of attitudes towards socioscientific issues scale for undergraduate students. Evaluation & Research in Education, 23(1), 51-67. doi: 10.1080/09500791003628187
  • Topçu, M. S. (2015). Sosyobilimsel konular ve öğretimi. Ankara: Pegem.
  • Wu, Y-T. & Tsai, C., C. (2007). High School Students’ Informal Reasoning on a Socio‐scientific Issue: Qualitative and quantitative analyses, International Journal of Science Education, 29(9), 1163-1187, DOI: 10.1080/09500690601083375
  • Yager, R. E. (1996). Science/technology/society as reform in science education. Albany: State University of New York Press.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Yin, R. K. (2003). Case study research: Methods and methods. (3rd Edition). London: Sage Publications.
  • Yin, S. (2009). Durum Çalışması Araştırması Uygulamaları. İlhan Günbayı (Çev.) Ankara, Pegem.
  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research‐based framework for socioscientific issues education. Science Education, 89(3), 357‐377. https://doi.org/10.1002/sce.20048
  • Zeidler, D.L. & Sadler, D.L. (2011). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning. In C. Linder, L. Ostman, D.A. Roberts, P. Wickman (Eds.), Promoting scientific literacy: Science education research in transaction (pp. 176-192). New York: Routledge/Taylor & Francis Group.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ganime Şule Aydın 0000-0001-6112-5243

Deniz Sarıbaş 0000-0002-4839-7858

Dilek Özalp 0000-0002-7817-4866

Şirin Yılmaz 0000-0002-0238-8550

Yayımlanma Tarihi 15 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 17 Sayı: 1

Kaynak Göster

APA Aydın, G. Ş., Sarıbaş, D., Özalp, D., Yılmaz, Ş. (2021). Biyoloji Öğretmenlerinin Sosyo-Bilimsel Konuların Öğretimine Yönelik Görüşlerinin İncelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 161-181. https://doi.org/10.17860/mersinefd.827736

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