Challenges and Suggested Solutions in the Teaching of Socioscientific Issues by Science Teachers in Türkiye: A Meta-Synthesis Study

Öz

This study aims to identify the challenges encountered by science teachers in Türkiye in the teaching of socioscientific issues (SSI), to examine the underlying causes of these challenges, and to propose possible solutions. The research was conducted using the meta-synthesis method, which integrates the findings of qualitative studies within a comprehensive framework, and eight qualitative studies that met the predetermined inclusion criteria were analyzed. The findings indicate that teachers experience challenges in SSI instruction primarily related to students, teachers, and the curriculum. Students’ low levels of readiness, an underdeveloped culture of discussion, and lack of motivation make the instructional process more difficult. Teachers’ limitations in pedagogical and content knowledge also constrain the effective teaching of SSI. Furthermore, an overloaded curriculum, time constraints, and a lack of instructional materials hinder the in-depth exploration of these topics. Socio-cultural factors, such as belief-based concerns and social sensitivities, negatively affect students’ critical thinking and decision-making skills. To address these challenges, teachers suggest increasing in-service training opportunities, making more effective use of out-of-school learning environments, and promoting argumentation-based instructional approaches. They also emphasize the need to enrich textbooks, allocate greater space to SSI within the curriculum, and address these issues as elective courses or independent units. This study presents a comprehensive synthesis of science teachers’ experiences with SSI teaching in Türkiye and offers concrete recommendations for strengthening teacher education, improving curriculum development, and supporting school–university collaborations.

Anahtar Kelimeler

• Socioscientific Issues
• SSI
• Science Education
• Teacher Views
• Meta-Synthesis

TÜRKİYE’DE FEN BİLİMLERİ ÖĞRETMENLERİNİN SOSYOBİLİMSEL KONULARIN ÖĞRETİMİNDE KARŞILAŞTIKLARI GÜÇLÜKLER VE ÇÖZÜM ÖNERİLERİ: BIR META-SENTEZ ÇALIŞMASI

Öz

Bu araştırma, Türkiye’de fen bilimleri öğretmenlerinin sosyobilimsel konuların (SBK) öğretiminde karşılaştıkları güçlükleri, bu güçlüklerin nedenlerini ve çözüm önerilerini belirlemeyi amaçlamaktadır. Çalışma, nitel araştırmaların bulgularını bütüncül bir çerçevede ele alan meta-sentez yöntemiyle yürütülmüş ve belirlenen ölçütleri karşılayan sekiz nitel çalışma analiz edilmiştir. Bulgular, öğretmenlerin SBK öğretiminde en çok öğrenci, öğretmen ve program kaynaklı güçlüklerle karşılaştıklarını göstermektedir. Öğrencilerin düşük hazırbulunuşluk düzeyleri, tartışma kültürünün yeterince gelişmemiş olması ve motivasyon eksikliği öğretim sürecini zorlaştırmaktadır. Öğretmenlerin pedagojik ve alan bilgisine ilişkin yetersizlikleri ise SBK’ların etkili bir biçimde ele alınmasını sınırlandırmaktadır. Bunun yanı sıra müfredatın yoğunluğu, zaman kısıtlılığı ve materyal eksikliği, bu konuların derinlemesine işlenmesini engellemektedir. İnanç temelli çekinceler ve toplumsal hassasiyetler gibi sosyo-kültürel etkenler de öğrencilerin eleştirel düşünme ve karar verme becerilerini olumsuz etkilemektedir. Öğretmenler, bu sorunların giderilmesi için hizmet içi eğitimlerin artırılmasını, okul dışı öğrenme ortamlarının daha etkin kullanılmasını ve argümantasyon temelli öğretim yaklaşımlarının yaygınlaştırılmasını önermektedir. Ayrıca ders kitaplarının zenginleştirilmesi, müfredatta SBK’lara daha fazla yer verilmesi ve bu konuların seçmeli ders ya da bağımsız üniteler olarak ele alınması gerektiği vurgulanmaktadır. Bu çalışma, Türkiye’de fen bilimleri öğretmenlerinin SBK öğretimine ilişkin deneyimlerini bütüncül bir bakış açısıyla ortaya koymakta ve öğretmen eğitiminin güçlendirilmesi, müfredatın geliştirilmesi ve okul–üniversite iş birliklerinin desteklenmesine yönelik somut öneriler sunmaktadır.

Anahtar Kelimeler

• Sosyobilimsel Konular
• Fen Eğitimi
• Öğretmen Görüşleri
• Meta-Sentez

Kaynakça

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