This study aims to investigate the dissertations on controversial and socioscientific issues in Turkey between the years 2007 and 2016 in terms of master and doctorate levels, years and departments/disciplines, topics, target groups and research designs of dissertations on controversial and socioscientific issues with regard to the descriptive analysis form prepared by the researcher. The study was designed as a descriptive survey model research. The study revealed that controversial and socioscientific issues mostly focused on elementary and higher education. In addition, most of the dissertations on controversial and socioscientific issues are associated with science and bioethics, the other issues are limited in quantity. While the effect of socioscientific issues on cognitive abilities is mostly searched in dissertations, second mostly searched subject is the effect of socioscientific issues on affective abilities. ,

This study aims to identify the controversial issues in Turkey based on the views of some education stakeholders and analyze the experiences of teachers in terms of those controversial issues. This study was designed in a qualitative research design. The participants of the study are 250 academicians from the departments of educational sciences, maths and science, Turkish and social sciences, primary education, foreign languages and fine arts of universities; 26 form tutors, religious culture and ethics, Turkish, science, maths and English teachers employed in public schools in Eskişehir; and the representatives of 5 teacher unions. The data were collected through semi-structured interviews with teachers and open ended questionnaires with academicians and the representatives of teacher unions. Inductive analysis method was used to analyse all the data. The study revealed that the controversial issues which were identified by the help of education stakeholders were mostly not covered in elementary education curriculum and in teachers' practice; in other words, it was null curriculum.

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