Yapay Zeka Hızlı Bakış & Çıkarımlar
AI InsightTeachers who stated that they mostly use the directinstruction, case study and discussion methods in the teaching of SSI in science courseemphasised that the SSI teaching process makes positive contributions to the development ofstudent skills like critical thinking, decision making and communication.
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Abstract
The present research aimed to analyse the perception of science teachers on socioscientificissues and teaching them. The study group of the research consists of 22 scienceteachers (14 females, 8 males) working in 7 secondary schools in Sinop, who weredetermined according to the convenience sampling method. The case study as one of thequalitative research designs was adopted. The data source of the research consists of aquestionnaire on teaching socio-scientific issues. The data of the research were obtainedthrough focus group discussions and observation notes. The data obtained from the researchwere analysed according to the content analysis technique. As a result of the research, it wasfound out that most of the science teachers had not heard of the concept of SSI (socioscientificissues) before. It was seen that teachers who did not have knowledge about SSIgenerally defined it as scientific issues that concern society and had difficulty in givingexamples. It was determined that most of the teachers did not know to which learning area inthe science curriculum SSI belonged. Teachers who stated that they mostly use the directinstruction, case study and discussion methods in the teaching of SSI in science courseemphasised that the SSI teaching process makes positive contributions to the development ofstudent skills like critical thinking, decision making and communication.