Opinions of Science Teachers who are Graduate Students on Teaching Socio Scientific Issues
DOI:
https://doi.org/10.68490/ber.2022.1.562Keywords:
Socio-scientific issues, Science teachers, Teacher perceptions, Science education, Teaching strategies, Science teacher educationAbstract
This study was carried out in order to determine what postgraduate science teachers perceive when socio scientific issues are mentioned, how they teach these subjects, what difficulties they encounter during teaching the subjects and what they need during the teaching of socio scientific issues. For this purpose, three groups of interviews were conducted over ZOOM with 14 science teachers working in different provinces and doing a master's degree in science education at Faculty of Education, Siirt University in the 2021-2022 academic year. Focus group interview, one of the qualitative research methods, was used in the research. Research data were collected with a semi-structured interview form. In the analysis of the data, the thematic content analysis was made. According to the answers given to the questions, themes, categories, and codes were created and frequency values were given. According to the results obtained, teachers can define socio scientific issues, give enough examples, explain the reasons for discussing the issues in detail, follow current developments especially on social media and the internet, use traditional teaching methods such as lecture methods and question-answer, and draw upon student-centred methods such as discussion and debate while teaching some subjects. It was understood that they need domestic materials and foreign resources, a reduction in the class size, and teacher training, have difficulties due to reasons such as the lack of a clear answer to the subjects, religious beliefs, prejudices and lack of sufficient time for the subjects, mostly benefit from the textbooks while teaching the subjects, and could give examples of socio scientific issues in their close environment.
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