KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Psychology and Educational Studies / 2021 / Cilt: 8 - Sayı: Özel Sayı

The Relationship between the Attitude Towards Socioscientific Issues and Views on COVID-19 and Vaccine

Muhammed SALMAN
Adem YILMAZ
Sayfa
83–98
Yayın Tarihi
2021-09-29
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In the post-pandemic period, a restructuring of science education in which socioscientific issues are concentrated upon to increase health literacy and scientific literacy arguably appears urgent.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:With the pandemic, conspiracy theories about the COVID-19 began to spread rapidly in the virtual environment.
📊
Temel Bulgular & Veri:This study aimed to examine whether there is a relationship between university students' attitudes towards socioscientific issues (viz. their views on conspiracy theories) and their views on the COVID-19 process and vaccination. 1275 university students from different universities studying at various departments participated in the study. “The Attitude Scale towards Socioscientific Issues" developed by Topcu (2010) and the "COVID-19 process and Vaccination Questionnaire" developed by the researchers consisting of 20 questions were used as data collection tools in the study.
💡
Sonuç & Katkı:In the post-pandemic period, a restructuring of science education in which socioscientific issues are concentrated upon to increase health literacy and scientific literacy arguably appears urgent.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2010 Verileri
⚙️Değişkenler:Socioscientific issues · COVID-19 process and vaccination · scientific literacy

Abstract

With the pandemic, conspiracy theories about the COVID-19 began to spread rapidly in the virtual environment. It is not difficult for these conspiracy theories to replace scientific knowledge, particularly those with low scientific literacy. This study aimed to examine whether there is a relationship between university students' attitudes towards socioscientific issues (viz. their views on conspiracy theories) and their views on the COVID-19 process and vaccination. 1275 university students from different universities studying at various departments participated in the study. “The Attitude Scale towards Socioscientific Issues" developed by Topcu (2010) and the "COVID-19 process and Vaccination Questionnaire" developed by the researchers consisting of 20 questions were used as data collection tools in the study. In analysing the data obtained from the application, the continuous variables with two categories were analysed using the independent groups' t-test since the research data showed normal distribution and provided the preconditions. A one-way ANOVA test was used in the analysis of continuous variables with more than two categories. The chi-square test was used in the analysis of categorical variables, and a multinominal logistic regression was performed when examining the relationship between main variables and categorical variables. As a result of the analysis, it was observed that students with a high attitude towards socioscientific issues were more scientifically oriented to conspiracy theories, the existence of the COVID-19 and its origin, and their ideas about vaccination were more positive. In the post-pandemic period, a restructuring of science education in which socioscientific issues are concentrated upon to increase health literacy and scientific literacy arguably appears urgent.

🔖

Bu Makaleye Atıf Yap

SALMAN, M., YILMAZ, A. (2021). The Relationship between the Attitude Towards Socioscientific Issues and Views on COVID-19 and Vaccine. International Journal of Psychology and Educational Studies, Cilt: 8 - Sayı: Özel Sayı, 83–98. https://ajindex.com/articles/768116

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (8)

  1. Andre, F. E., Booy, R., Bock, H. L., Clemens, J., Datta, S. K., John, T. J., Lee, B. W., Lolekha, S., Peltola, H., Ruff, T. A., Santosham, M., & Schmitt, H. J. (2008). Vaccination greatly reduces disease, disability, death and inequity worldwide. Bulletin of the World Health Organization, 86(2), 140–146. https://doi.org/10.2471/blt.07.040089
  2. Arnold, J. C. (2018). An integrated model of decision-making in health contexts: the role of science education in health education. International Journal of Science Education, 40(5), 519-537. https://doi.org/10.1080/09500693.2018.1434721
  3. Ayyıldiz, P., & Yilmaz, A. (2021). ‘Moving the Kaleidoscope’ to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills and Creativity, 41, 100879, 1-10. https://doi.org/10.1016/j.tsc.2021.100879
  4. Cavagnetto, A. R. (2010). Argument to foster scientific literacy: a review of argument interventions in K–12 science contexts. Review of Educational Research, 80(3), 336-371. https://doi.org/10.3102/0034654310376953 Čavojová, V., Šrol, J., & Ballová Mikušková, E. (2020a). How scientific reasoning correlates with health-related beliefs and behaviors during the COVID-19 pandemic? Journal of health psychology, 1-14. https://doi.org/10.1177/135910532096226 Čavojová, V., Šrol, J., & Jurkovič, M. (2020b). Why should we try to think like scientists? Scientific reasoning and susceptibility to epistemically suspect beliefs and cognitive biases. Applied Cognitive Psychology, 34(1), 85-95. https://doi.org/10.1002/acp.3595
  5. Chang, S. N., & Chiu, M. H. (2008). Lakatos’ scientific research programmes as a framework for analysing informal argumentation about socio‐scientific issues. International Journal of Science Education, 30(13), 1753-1773. https://doi.org/10.1080/09500690701534582
  6. Chen, Y. C. (2020). Dialogic pathways to manage uncertainty for productive engagement in scientific argumentation: a longitudinal case study grounded in an ethnographic perspective. Science & Education, 29, 331–375. https://doi.org/10.1007/s11191-020-00111-z
  7. Chen, Y. C., Benus, M. J., & Hernandez, J. (2019). Managing uncertainty in scientific argumentation. Science Education, 103(5), 1235–1276. https://doi.org/10.1002/sce.21527
  8. Christensen, C. (2009). Risk and school science education. Studies in Science Education, 45(2), 205-223. https://doi.org/10.1080/030572609031