Araştırma Makalesi
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Yıl 2021, Cilt: 8 Sayı: 2, 197 - 213, 21.04.2021

Öz

Kaynakça

  • Akgül, H. C., & Macaroğlu Akgül, E. (2011). A New Concept in Science Education: Agricultural Awareness. Sakarya University Journal of Education, 1 (1), 1-19.
  • Alamolhodaei, H. (1996). A study in higher education calculus and students' learning styles. [Doctoral dissertation, University of Glasgow].
  • Ayvacı, H. Ş., & Şenel Çoruhlu, T. (2009). Öğrencilerin küresel çevre sorunlarına bakışları ve kavram yanılgılarının belirlenmesine yönelik gelişimsel bir araştırma. [A developmental research to determine students' view of global environmental problems and their misconceptions] Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12(2), 11-25.
  • Başaran, İ. E. (1992). Eğitim psikolojisi modern eğitimin psikolojik temelleri. [Educational psychology psychological foundations of modern education] (12. Ed.). Kadıoğlu Publishing.
  • Bilen, K., & Özel, M. (2012). Gifted Students’ Knowledge of and Attitudes toward Biotechnology. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6 (2), 135-152.
  • Böyük, U., Koç, A., Erol, M., & Engi̇n, S. (2013). Attitudes towards science and technology and future plans of secondary school students. Erciyes University Journal of Institute of Science and Technology, 29 (2), 178-184. https://dergipark.org.tr/en/pub/erciyesfen/issue/25561/269638
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi Publishing.
  • Cacioppo, S. (2019, April 25–28). Evolutionary theory of social connections: Past, present, and future [Conference presentation abstract]. Ninety-ninth annual convention of the Western Psychological Association, Pasadena, CA, United States. https://westernpsych.org/wp-content/uploads/2019/04/WPA-Program-2019-Final-2.pdf
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
  • Creswell, J. W. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. (4th Ed.). Pearson Education.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (2th Ed). Sage Publications.
  • Çakırlar Altuntaş, E., Yilmaz, M., & Turan, S.L. (2017). Analysis of critical thinkings of prospective biology teachers on a socio-scientific issue in terms of empathy. Bartın University Journal of Faculty of Education, 6(3), 915-931.
  • Çavuş, R. (2013). Farklı epistemolojik inanışlara sahip 8. sınıf öğrencilerinin sosyo-bilimsel konulara bakış açıları. [Epistemologıcal beliefs with different of 8th grade students' perspectives on socio-scientific issues], [Master’s thesis, Sakarya Üniversity], Sakarya, Turkey.
  • Çeken, R. (2010). The place of organic agriculture in elementary science and technology curriculum. Çankırı Karatekin University Journal of Institute of Social Sciences, 1(2), 33-42.
  • Dawson, V. M. (2011). A case study of the impact of introducing socio-scientific issues into a reproduction unit in a catholic girls’ school. In Troy. D. Sadler (Ed.), Socio-scientific issues in the classroom (pp. 313-345). Springer, Dordrecht.
  • Demir, B. & Düzleyen, E. (2012). İlköğretim 8. sınıf öğrencilerinin gdo bilgi düzeylerinin incelenmesi. [Investigation of GMO knowledge levels of primary school 8th grade students], X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. 27-30 Haziran 2012, Niğde.
  • Demirbaş, M. & Yağbasan, R. (2006) Fen Bilgisi Öğretiminde Bilimsel Tutumların İşlevsel Önemi ve Bilimsel Tutum Ölçeğinin Türkçe’ye Uyarlanma Çalışması [The Functional Importance of Scientific Attitudes in Science Teaching and the Study of Adapting Scientific Attitude Scale to Turkish]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 271-299.
  • Ersoy, A., & Türkkan, B. (2010). Analyzing social and environmental issues elementary school students reflect in their cartoons. Education and Science, 35(156). http://egitimvebilim.ted.org.tr/index.php/EB/article/view/119/15
  • Friedrichsen, P., Sadler, T.D., Graham, K., & Brown, P. (2016). Design of a socioscientific issue curriculum unit: Antibiotic resistance, natural selection, and modeling. International Journal of Designs for Learning, 7(1), 1-18. https://www.learntechlib.org/p/209612/
  • Genç, M. (2020). Sosyobilimsel konular ile bilim-tutum ilişkisi [Socioscientific issues and science-attitude relationship]. In M. Genç (Ed.). Kuramdan uygulamaya sosyobilimsel konular [Socioscientific issues from theory to application]. (pp. 1-13). Nobel Publishing.
  • Hurd P. D. (2000). Transforming Middle School Science Education. Teachers College Press.
  • İnal, S. ve Yıldız, S. (2006). Investigation knowledges and believes of elementary school students about smoking and smoking behaviour among their families and teachers. Atatürk Üniversity Journal of Anatolia Nursing and Health Sciences, 9 (1), 1-9. https://dergipark.org.tr/en/download/article-file/29294
  • Karaçam, S. ve Ateş, S. (2010). Ölçme tekniğinin farklı bilişsel stillerdeki öğrencilerin hareket konusundaki kavramsal bilgi düzeylerine etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 2130.
  • Karışan, D. (2014). Exploration of preservice teachers' reflective judgment and argumentation skills revealed in a socioscientific issues-based inquiry laboratory course. [Doctoral dissertation, Middle East Technical University]. Ankara, Turkey. https://open.metu.edu.tr/bitstream/handle/11511/23546/index.pdf?sequence=1
  • Kılıç, B. (2011). Determining the level of scientific creativity and scientific attitude of 8th primary school students. [Master's thesis, Eskişehir Osmangazi University]. Eskişehir, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Kutluca, A. Y. (2012). Investigating of pre-service science teachers? socio-scientific and scientific argumentation quality in terms of content knowledge level. [Master's thesis, Abant İzzet Baysal University] Bolu, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Lee, H., Chang, H., Choi, K., Kim, S., & Zeidler, D. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socio-scientific issues. International Journal of Science Education, 34, 925–953. https://doi.org/10.1080/09500693.2011.625505
  • Mayring, R. (2000). Nitel sosyal araştırmaya giriş [Introduction to qualitative social research]. (A. Gümüş & M.S. Durgun, Trans. Ed.), Baki Publishing.
  • Mıhladız, G. ve Duran, M. (2010). Investigation of primary school students’ attitudes towards science in terms of demographic variables. Mehmet Akif Ersoy University Journal of Education Faculty, 10(20). 100-121. https://dergipark.org.tr/en/pub/maeuefd/issue/19393/205964
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis : An expanded sourcebook. (2nd Edition). California: SAGE Publications.
  • Ministry of National Education (Turkey) (2013). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Primary Education Institutions Science Course (Grades 3, 4, 5, 6, 7 and 8) Curriculum].
  • Ministry of National Education (Turkey) (2018). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Primary Education Institutions Science Course (Grades 3, 4, 5, 6, 7 and 8) Curriculum].
  • Moore, W. R., & Foy, R. (1997). The scientific attitude inventory: a revision (SAI II). Journal of Research in Science Teaching, 34(4). 327-336.
  • Okan, K. (1993). Fen Bilgisi Öğretimi. [Science Teaching] Ankara: Okan Yayınları.
  • Özkan, S. ve Yılmaz, E. (2009). Hasta yakınlarının organ bağışı ile ilgili bilgi ve tutumları [Knowledge and Attitudes of Patients' Relatives Towards Organ Donation]. Aile ve Toplum Eğitim, Kültür ve Araştırma Dergisi, 5(17), 18-29.
  • Öztürk, D. G. ve Bıkmaz, F. H. (2007). Health awareness in elementary school curricula: a content analysis. Ankara University, Journal of Faculty of Educational Sciences, 40 (1), 215-242.
  • Öztürk, N. (2011). Investigating pre-service science teachers' informal reasoning, epistemological beliefs and metacognitive awareness regarding socioscientific issues: A case for nuclear power plant construction. [Master’s thesis, Middle East Technical University]. Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Öztürk, N. ve Irmak, M. (2020). Sosyobilimsel konuların doğası ve fen eğitimindeki yeri. [The nature of socioscientific issues and their place in science education] In M. Genç (Ed.). Kuramdan uygulamaya sosyobilimsel konular [Socioscientific issues from theory to application] (pp. 15-44). Nobel Publishing.
  • Ratcliffe, M. ve Grace, M. (2003). Science education for citizenship: teaching socio-scientific ıssues. Maidenhead: Open University Press.
  • Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sadler T. D. & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71–93.
  • Sadler, T. D. (2011) Socio-scientific Issues-Based Education: What We Know About Science Education in the Context of SSI. In Sadler, T.D. (Ed.) Socioscientific issues in the classroom: Teaching, learning, and research (pp. 355-369). Springer.
  • Sakmen, G., Genç, M., & Arslan, H Ö. (2020). Views of 6th grade students about organ donation as a socioscientific issue. Journal of Uludag University Faculty of Education, 33(2), 346-371. https://doi.org/10.19171/uefad.620652
  • Sarı, M., Altıparmak, M., & Ateş, S. (2013). Effects of test structure on mechanics achievement of students with dıfferent cognıtıve styles. Hacettepe Unıversıty Journal of Education, 28(1), 334-344.
  • Taşçı, E., Atan Ş. Ü., Durmaz, N., Erkuş, H. ve Sevil, Ü. (2005). Kız meslek lisesi öğrencilerinin madde kullanma durumları [Substance use in a girls vocational school]. Bağımlılık Dergisi, 6, 122-128.
  • Tavşancıl, E., & Aslan, E. (2001). İçerik analizi ve uygulama örnekleri [Content analysis and application examples]. Epsilon Publishing.
  • Temel E, Bahar A, & Çuhadar D. (2007). Determination of Coping Attitude with Stress and Depression Level of Nursing Students. Fırat Sağlık Hizmetleri Dergisi. 2, 107-118.
  • Topçu, M. S. (2017). Sosyo-bilimsel Konular ve Öğretimi [Socio-scientific Issues and Teaching] (2.Baskı). Pegem Publishing.
  • Topçu, M. S., Muğaloğlu, E. Z., & Güven, D. (2014). Socioscientific Issues in Science Education: The Case of Turkey. Educational Sciences: Theory and Practice, 14(6), 1- 22.
  • Toraman, S. (2013). An action research to develop 6th and 7th grade students' associations of science, technology, society, environment: I educate my environment. [Master’s thesis, Sakarya Üniversity]. Sakarya, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Turan, B. (2012). Determining and comparing of primary preservice teachers? scientific habits of mind via socioscientific issues. [Master’s thesis, Karadeniz Technical University], Trabzon, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Yavuz Topaloğlu, M., & Balkan Kıyıcı, F. (2018). The effect of the activities carried out in out-of-school learning environments based on socio-scientific ıssues on the decision-making of the students. Kastamonu Education Journal, 26(5), 1667-1678. https://doi.org/10.24106/kefdergi.2200
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing.
  • 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), pp. 357–377.
  • Zeidler, D. L., Walker, K. A., Ackett, W. A. & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), pp. 343–367.

Perspectives Related to Socio-Scientific Issues According to the Scientific Attitude Points of Secondary School Students

Yıl 2021, Cilt: 8 Sayı: 2, 197 - 213, 21.04.2021

Öz

Individuals have different opinions and views on many socio-scientific issues such as stem cells, influenza vaccine, cloning, nuclear power plants, and organ transplantation that affect social life. Scientific attitudes and scientific literacy of individuals can affect their approach to socio-scientific issues. This research aims to reveal how 8th-grade secondary school students' opinions towards socio-scientific issues change according to their scientific attitudes. For this purpose, the "Scientific Attitude Scale" and "Socio-Scientific Issues Evaluation Form" were applied to the students. The study used a mixed research method that included both qualitative and quantitative data collection.The students' levels of scientific attitude were determined based on the quantitative findings of the study. The students were observed to have a moderate scientific attitude in general. According to their scientific attitude scores, students were divided into three groups: lower, moderate, and upper. The opinions of the students in the lower and upper groups on socio-scientific issues were analyzed based on both qualitative and quantitative findings. According to the findings, students who have a high scientific attitude have more awareness and opinions on socio-scientific topics than students who have low scientific attitude.

Kaynakça

  • Akgül, H. C., & Macaroğlu Akgül, E. (2011). A New Concept in Science Education: Agricultural Awareness. Sakarya University Journal of Education, 1 (1), 1-19.
  • Alamolhodaei, H. (1996). A study in higher education calculus and students' learning styles. [Doctoral dissertation, University of Glasgow].
  • Ayvacı, H. Ş., & Şenel Çoruhlu, T. (2009). Öğrencilerin küresel çevre sorunlarına bakışları ve kavram yanılgılarının belirlenmesine yönelik gelişimsel bir araştırma. [A developmental research to determine students' view of global environmental problems and their misconceptions] Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12(2), 11-25.
  • Başaran, İ. E. (1992). Eğitim psikolojisi modern eğitimin psikolojik temelleri. [Educational psychology psychological foundations of modern education] (12. Ed.). Kadıoğlu Publishing.
  • Bilen, K., & Özel, M. (2012). Gifted Students’ Knowledge of and Attitudes toward Biotechnology. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6 (2), 135-152.
  • Böyük, U., Koç, A., Erol, M., & Engi̇n, S. (2013). Attitudes towards science and technology and future plans of secondary school students. Erciyes University Journal of Institute of Science and Technology, 29 (2), 178-184. https://dergipark.org.tr/en/pub/erciyesfen/issue/25561/269638
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi Publishing.
  • Cacioppo, S. (2019, April 25–28). Evolutionary theory of social connections: Past, present, and future [Conference presentation abstract]. Ninety-ninth annual convention of the Western Psychological Association, Pasadena, CA, United States. https://westernpsych.org/wp-content/uploads/2019/04/WPA-Program-2019-Final-2.pdf
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
  • Creswell, J. W. (2012). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. (4th Ed.). Pearson Education.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (2th Ed). Sage Publications.
  • Çakırlar Altuntaş, E., Yilmaz, M., & Turan, S.L. (2017). Analysis of critical thinkings of prospective biology teachers on a socio-scientific issue in terms of empathy. Bartın University Journal of Faculty of Education, 6(3), 915-931.
  • Çavuş, R. (2013). Farklı epistemolojik inanışlara sahip 8. sınıf öğrencilerinin sosyo-bilimsel konulara bakış açıları. [Epistemologıcal beliefs with different of 8th grade students' perspectives on socio-scientific issues], [Master’s thesis, Sakarya Üniversity], Sakarya, Turkey.
  • Çeken, R. (2010). The place of organic agriculture in elementary science and technology curriculum. Çankırı Karatekin University Journal of Institute of Social Sciences, 1(2), 33-42.
  • Dawson, V. M. (2011). A case study of the impact of introducing socio-scientific issues into a reproduction unit in a catholic girls’ school. In Troy. D. Sadler (Ed.), Socio-scientific issues in the classroom (pp. 313-345). Springer, Dordrecht.
  • Demir, B. & Düzleyen, E. (2012). İlköğretim 8. sınıf öğrencilerinin gdo bilgi düzeylerinin incelenmesi. [Investigation of GMO knowledge levels of primary school 8th grade students], X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. 27-30 Haziran 2012, Niğde.
  • Demirbaş, M. & Yağbasan, R. (2006) Fen Bilgisi Öğretiminde Bilimsel Tutumların İşlevsel Önemi ve Bilimsel Tutum Ölçeğinin Türkçe’ye Uyarlanma Çalışması [The Functional Importance of Scientific Attitudes in Science Teaching and the Study of Adapting Scientific Attitude Scale to Turkish]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 271-299.
  • Ersoy, A., & Türkkan, B. (2010). Analyzing social and environmental issues elementary school students reflect in their cartoons. Education and Science, 35(156). http://egitimvebilim.ted.org.tr/index.php/EB/article/view/119/15
  • Friedrichsen, P., Sadler, T.D., Graham, K., & Brown, P. (2016). Design of a socioscientific issue curriculum unit: Antibiotic resistance, natural selection, and modeling. International Journal of Designs for Learning, 7(1), 1-18. https://www.learntechlib.org/p/209612/
  • Genç, M. (2020). Sosyobilimsel konular ile bilim-tutum ilişkisi [Socioscientific issues and science-attitude relationship]. In M. Genç (Ed.). Kuramdan uygulamaya sosyobilimsel konular [Socioscientific issues from theory to application]. (pp. 1-13). Nobel Publishing.
  • Hurd P. D. (2000). Transforming Middle School Science Education. Teachers College Press.
  • İnal, S. ve Yıldız, S. (2006). Investigation knowledges and believes of elementary school students about smoking and smoking behaviour among their families and teachers. Atatürk Üniversity Journal of Anatolia Nursing and Health Sciences, 9 (1), 1-9. https://dergipark.org.tr/en/download/article-file/29294
  • Karaçam, S. ve Ateş, S. (2010). Ölçme tekniğinin farklı bilişsel stillerdeki öğrencilerin hareket konusundaki kavramsal bilgi düzeylerine etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 2130.
  • Karışan, D. (2014). Exploration of preservice teachers' reflective judgment and argumentation skills revealed in a socioscientific issues-based inquiry laboratory course. [Doctoral dissertation, Middle East Technical University]. Ankara, Turkey. https://open.metu.edu.tr/bitstream/handle/11511/23546/index.pdf?sequence=1
  • Kılıç, B. (2011). Determining the level of scientific creativity and scientific attitude of 8th primary school students. [Master's thesis, Eskişehir Osmangazi University]. Eskişehir, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Kutluca, A. Y. (2012). Investigating of pre-service science teachers? socio-scientific and scientific argumentation quality in terms of content knowledge level. [Master's thesis, Abant İzzet Baysal University] Bolu, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Lee, H., Chang, H., Choi, K., Kim, S., & Zeidler, D. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socio-scientific issues. International Journal of Science Education, 34, 925–953. https://doi.org/10.1080/09500693.2011.625505
  • Mayring, R. (2000). Nitel sosyal araştırmaya giriş [Introduction to qualitative social research]. (A. Gümüş & M.S. Durgun, Trans. Ed.), Baki Publishing.
  • Mıhladız, G. ve Duran, M. (2010). Investigation of primary school students’ attitudes towards science in terms of demographic variables. Mehmet Akif Ersoy University Journal of Education Faculty, 10(20). 100-121. https://dergipark.org.tr/en/pub/maeuefd/issue/19393/205964
  • Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis : An expanded sourcebook. (2nd Edition). California: SAGE Publications.
  • Ministry of National Education (Turkey) (2013). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Primary Education Institutions Science Course (Grades 3, 4, 5, 6, 7 and 8) Curriculum].
  • Ministry of National Education (Turkey) (2018). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Primary Education Institutions Science Course (Grades 3, 4, 5, 6, 7 and 8) Curriculum].
  • Moore, W. R., & Foy, R. (1997). The scientific attitude inventory: a revision (SAI II). Journal of Research in Science Teaching, 34(4). 327-336.
  • Okan, K. (1993). Fen Bilgisi Öğretimi. [Science Teaching] Ankara: Okan Yayınları.
  • Özkan, S. ve Yılmaz, E. (2009). Hasta yakınlarının organ bağışı ile ilgili bilgi ve tutumları [Knowledge and Attitudes of Patients' Relatives Towards Organ Donation]. Aile ve Toplum Eğitim, Kültür ve Araştırma Dergisi, 5(17), 18-29.
  • Öztürk, D. G. ve Bıkmaz, F. H. (2007). Health awareness in elementary school curricula: a content analysis. Ankara University, Journal of Faculty of Educational Sciences, 40 (1), 215-242.
  • Öztürk, N. (2011). Investigating pre-service science teachers' informal reasoning, epistemological beliefs and metacognitive awareness regarding socioscientific issues: A case for nuclear power plant construction. [Master’s thesis, Middle East Technical University]. Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Öztürk, N. ve Irmak, M. (2020). Sosyobilimsel konuların doğası ve fen eğitimindeki yeri. [The nature of socioscientific issues and their place in science education] In M. Genç (Ed.). Kuramdan uygulamaya sosyobilimsel konular [Socioscientific issues from theory to application] (pp. 15-44). Nobel Publishing.
  • Ratcliffe, M. ve Grace, M. (2003). Science education for citizenship: teaching socio-scientific ıssues. Maidenhead: Open University Press.
  • Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sadler T. D. & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71–93.
  • Sadler, T. D. (2011) Socio-scientific Issues-Based Education: What We Know About Science Education in the Context of SSI. In Sadler, T.D. (Ed.) Socioscientific issues in the classroom: Teaching, learning, and research (pp. 355-369). Springer.
  • Sakmen, G., Genç, M., & Arslan, H Ö. (2020). Views of 6th grade students about organ donation as a socioscientific issue. Journal of Uludag University Faculty of Education, 33(2), 346-371. https://doi.org/10.19171/uefad.620652
  • Sarı, M., Altıparmak, M., & Ateş, S. (2013). Effects of test structure on mechanics achievement of students with dıfferent cognıtıve styles. Hacettepe Unıversıty Journal of Education, 28(1), 334-344.
  • Taşçı, E., Atan Ş. Ü., Durmaz, N., Erkuş, H. ve Sevil, Ü. (2005). Kız meslek lisesi öğrencilerinin madde kullanma durumları [Substance use in a girls vocational school]. Bağımlılık Dergisi, 6, 122-128.
  • Tavşancıl, E., & Aslan, E. (2001). İçerik analizi ve uygulama örnekleri [Content analysis and application examples]. Epsilon Publishing.
  • Temel E, Bahar A, & Çuhadar D. (2007). Determination of Coping Attitude with Stress and Depression Level of Nursing Students. Fırat Sağlık Hizmetleri Dergisi. 2, 107-118.
  • Topçu, M. S. (2017). Sosyo-bilimsel Konular ve Öğretimi [Socio-scientific Issues and Teaching] (2.Baskı). Pegem Publishing.
  • Topçu, M. S., Muğaloğlu, E. Z., & Güven, D. (2014). Socioscientific Issues in Science Education: The Case of Turkey. Educational Sciences: Theory and Practice, 14(6), 1- 22.
  • Toraman, S. (2013). An action research to develop 6th and 7th grade students' associations of science, technology, society, environment: I educate my environment. [Master’s thesis, Sakarya Üniversity]. Sakarya, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Turan, B. (2012). Determining and comparing of primary preservice teachers? scientific habits of mind via socioscientific issues. [Master’s thesis, Karadeniz Technical University], Trabzon, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Yavuz Topaloğlu, M., & Balkan Kıyıcı, F. (2018). The effect of the activities carried out in out-of-school learning environments based on socio-scientific ıssues on the decision-making of the students. Kastamonu Education Journal, 26(5), 1667-1678. https://doi.org/10.24106/kefdergi.2200
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing.
  • 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), pp. 357–377.
  • Zeidler, D. L., Walker, K. A., Ackett, W. A. & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), pp. 343–367.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Tülin Genç Bu kişi benim 0000-0002-8777-2681

Filiz Evran Acar 0000-0002-0453-8508

Yayımlanma Tarihi 21 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 2

Kaynak Göster

APA Genç, T., & Evran Acar, F. (2021). Perspectives Related to Socio-Scientific Issues According to the Scientific Attitude Points of Secondary School Students. International Journal of Psychology and Educational Studies, 8(2), 197-213.