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Journals / Journal of Turkish Science Education / 2014 / Cilt: 11 - Sayı: 3

Preservice Science Teachers' Belief Systems about Teaching a Socioscientific Issue

Ozkan GORGULU
Ozlem AFACAN
Ümit DEMİRAL
Pınar GÜLER DEMİRCİ
Dilber POLAT
Tezcan KARTAL
Ahmet KILINÇ
Arzu SONMEZ
Kasım YILDITIM
Baris EROGLU
Busra ISERI
Pages
79–102
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results show that PSTs are relatively knowledgeable, hold high risk perceptions and certain moral and religious beliefs about GM Foods.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:We investigated the belief system of Turkish preservice science teachers (PSTs) about teaching a socioscientific issue (GM Foods) using a belief system model.
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Key Findings & Data:We administered the questionnaire to 423 PSTs.
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Conclusion & Impact:The results show that PSTs are relatively knowledgeable, hold high risk perceptions and certain moral and religious beliefs about GM Foods.
🔬Design:Lab & Field Experiment
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

We investigated the belief system of Turkish preservice science teachers (PSTs) about teaching a socioscientific issue (GM Foods) using a belief system model. This model includes three belief pools: content beliefs (CBs), core pedagogical beliefs (CPBs) and pedagogy of content beliefs (PCBs). Based on this model, we developed a questionnaire in order to see interrelationships among three belief pools about teaching GM Foods. For content beliefs, we selected content knowledge, risk perceptions, moral beliefs and religious beliefs. For pedagogy of content beliefs, we selected teaching efficacy, preferred teaching methods and preferred teacher's roles. We administered the questionnaire to 423 PSTs. Using correlation analysis, multinomical logistic regression and structural equation modelling we tried to understand the relationships between CBs and PCBs and to make interpertations about possible CPBs working as a filter between CBs and PCBs. The results show that PSTs are relatively knowledgeable, hold high risk perceptions and certain moral and religious beliefs about GM Foods. They possess high teaching efficacy beliefs, choose the teaching role of Neutral Impartiality and prefer large class discussion and computerassisted teaching. As core pedagogical beliefs (CPBs), they may have traditional epistemologies, moral and religiously-based teaching goals.

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Cite This Article

GORGULU, O., AFACAN, O., DEMİRAL, Ü., DEMİRCİ, P. G., POLAT, D., KARTAL, T., KILINÇ, A., SONMEZ, A., YILDITIM, K., EROGLU, B., ISERI, B. (2022). Preservice Science Teachers' Belief Systems about Teaching a Socioscientific Issue. Journal of Turkish Science Education, Cilt: 11 - Sayı: 3, 79–102. https://ajindex.com/articles/568507

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