Socio-scientific issues as a context for STEM education: A case study research with pre-service science teachers

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dc.contributor.authorAltan, Esra Bozkurt
dc.contributor.authorOzturk, Nurhan
dc.contributor.authorTurkoglu, Ayse Yenilmez
dc.date.accessioned2025-03-23T19:16:44Z
dc.date.available2025-03-23T19:16:44Z
dc.date.issued2018
dc.departmentSinop Üniversitesi
dc.description.abstractThis study was designed as a case study. Participants were 12 senior pre-service science teachers (PSTs), who took theoretical and practical courses about STEM education and socio-scientific issues (SSIs) during their education at a state university. For the study, in the first 4 weeks, theoretical courses on SSIs and STEM education were carried out. Afterwards, PSTs were asked to choose a SSI and configure this issue as a problem statement to perform a STEM activity. Participants were given a total of 3 weeks to determine the issue and prepare the STEM activity, and the researchers of the study gave systematic feedback during this period. Then, starting from the fifth week of the study, groups started to implement their STEM activities in the class, where their peers were assigned as their students. The activity plans they prepare, the field notes taken by the researchers during the implementation of the activities and the semi-structured interviews about the opinions of the PSTs on the use of SSI in STEM education were the data sources of the study. Findings revealed that PSTs found establishing STEM problem situations over SSIs suitable since they provide features such as conformity to real life, having multiple criteria and providing compatibility with other disciplines. Moreover, after their practices, they pointed out that the activities enabled both the teaching of the SSI and the integrated teaching to be carried out. As a conclusion, it is recommended to use socio-scientific problem situations to perform STEM education. © 2018 Eurasian Society of Educational Research. All rights reserved.
dc.identifier.doi10.12973/eu-jer.7.4.805
dc.identifier.endpage812
dc.identifier.issn2165-8714
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85060796823
dc.identifier.scopusqualityQ2
dc.identifier.startpage805
dc.identifier.urihttps://doi.org/10.12973/eu-jer.7.4.805
dc.identifier.urihttps://hdl.handle.net/11486/4192
dc.identifier.volume7
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEurasian Society of Educational Research
dc.relation.ispartofEuropean Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250323
dc.subjectPre-service science teachers
dc.subjectSocio-scientific issues
dc.subjectSTEM education
dc.titleSocio-scientific issues as a context for STEM education: A case study research with pre-service science teachers
dc.typeArticle

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