Promoting Preservice Teachers’ Attitudes toward Socioscientific Issues
In this study, we aimed to improve preservice teachers’ attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purp...
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| Format: | Article |
| Language: | English |
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Seyit Ahmet Kıray
2018-01-01
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| Series: | Journal of Education in Science, Environment and Health |
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| Online Access: | https://jeseh.net/index.php/jeseh/article/view/137 |
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| author | Sundus Yerdelen Mustafa Cansız Nurcan Cansız Hakan Akcay |
| author_facet | Sundus Yerdelen Mustafa Cansız Nurcan Cansız Hakan Akcay |
| author_sort | Sundus Yerdelen |
| collection | DOAJ |
| description | In this study, we aimed to improve preservice teachers’ attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purpose, a semester-long socioscientific issues course was designed and implemented. Data were collected from a science education group (preservice science teachers) and a non-science education group (preservice social-science teachers). In order to evaluate participants’ attitudes towards socioscientific issues, Attitudes towards Socioscientific Issues Scale was utilized before and after the course. This scale evaluates attitudes under three themes: liking of socioscientific issues, interest and usefulness of socioscientific issues, and anxiety towards socioscientific issues. The result revealed that socioscientific issues course provided similar gains for both preservice science teachers and preservice social-science teachers on interest and usefulness of socioscientific issues, liking of socioscientific issues, and anxiety towards socioscientific issues. That is both groups derived a similar benefit from the socioscientific issues course. Specifically, socioscientific issues course contributed to preservice teachers’ interest and usefulness of socioscientific issues, and liking of socioscientific issues positively. On the other hand, their anxiety scores did not change significantly after the course. These findings imply that, regardless of majors, socioscientific issues course has potential to favor preservice teachers’ attitudes toward socioscientific issues. |
| format | Article |
| id | doaj-art-e13a7fd9f50f4c45b50321f9e9375b1d |
| institution | Kabale University |
| issn | 2149-214X |
| language | English |
| publishDate | 2018-01-01 |
| publisher | Seyit Ahmet Kıray |
| record_format | Article |
| series | Journal of Education in Science, Environment and Health |
| spelling | doaj-art-e13a7fd9f50f4c45b50321f9e9375b1d2025-02-03T21:52:34ZengSeyit Ahmet KırayJournal of Education in Science, Environment and Health2149-214X2018-01-014146Promoting Preservice Teachers’ Attitudes toward Socioscientific IssuesSundus Yerdelen0Mustafa Cansız1Nurcan Cansız2Hakan Akcay3Kafkas UniversityArtvin Coruh UniversityArtvin Coruh UniversityYildiz Technical UniversityIn this study, we aimed to improve preservice teachers’ attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purpose, a semester-long socioscientific issues course was designed and implemented. Data were collected from a science education group (preservice science teachers) and a non-science education group (preservice social-science teachers). In order to evaluate participants’ attitudes towards socioscientific issues, Attitudes towards Socioscientific Issues Scale was utilized before and after the course. This scale evaluates attitudes under three themes: liking of socioscientific issues, interest and usefulness of socioscientific issues, and anxiety towards socioscientific issues. The result revealed that socioscientific issues course provided similar gains for both preservice science teachers and preservice social-science teachers on interest and usefulness of socioscientific issues, liking of socioscientific issues, and anxiety towards socioscientific issues. That is both groups derived a similar benefit from the socioscientific issues course. Specifically, socioscientific issues course contributed to preservice teachers’ interest and usefulness of socioscientific issues, and liking of socioscientific issues positively. On the other hand, their anxiety scores did not change significantly after the course. These findings imply that, regardless of majors, socioscientific issues course has potential to favor preservice teachers’ attitudes toward socioscientific issues.https://jeseh.net/index.php/jeseh/article/view/137Socioscientiific issuesPreservice teachersAttitudeScience educationExperimental study |
| spellingShingle | Sundus Yerdelen Mustafa Cansız Nurcan Cansız Hakan Akcay Promoting Preservice Teachers’ Attitudes toward Socioscientific Issues Journal of Education in Science, Environment and Health Socioscientiific issues Preservice teachers Attitude Science education Experimental study |
| title | Promoting Preservice Teachers’ Attitudes toward Socioscientific Issues |
| title_full | Promoting Preservice Teachers’ Attitudes toward Socioscientific Issues |
| title_fullStr | Promoting Preservice Teachers’ Attitudes toward Socioscientific Issues |
| title_full_unstemmed | Promoting Preservice Teachers’ Attitudes toward Socioscientific Issues |
| title_short | Promoting Preservice Teachers’ Attitudes toward Socioscientific Issues |
| title_sort | promoting preservice teachers attitudes toward socioscientific issues |
| topic | Socioscientiific issues Preservice teachers Attitude Science education Experimental study |
| url | https://jeseh.net/index.php/jeseh/article/view/137 |
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