Balancing the pros and cons of GMOs: socio-scientific argumentation in pre-service teacher education

Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement

“…For example, school-based professional experience and microteaching can increase PSTs' levels of TSE (Brown, Lee, & Collins, 2014) for certain aspects such as instructional strategies (Tuchman & Isaacs, 2011), but have also been found to decrease TSE (Plourde, 2002) or to have no impact at all (Atay, 2007). Key factors appear to include opportunities to participate in the design of professional experience activities, receiving constructive feedback, and modelling the instructors' teaching (Cinici, 2016). It has been suggested that it is the quality of teaching practice rather than simply the existence of teaching practice that could positively influence PSTs' TSE (Tuchman & Isaacs, 2011).…”

A Bottom-Up Discursive Approach to Genetically Modified Organisms

“…The literature on GMOs (Wynne, 2001;Papastefanou et al, 2003;Cook et al, 2004;Valletta, 2010;Heiman & Zilberman, 2011;Cinici, 2016) has mainly highlighted various polarizations regarding the type of agency (expert versus non-expert communication), the type of information (risk versus benefit information), attitudes (positive versus negative), the formation of rejective or accepting attitudes (individualisation versus collectivism, high versus low level of knowledge) or frames (ethical versus technological).…”

“…One important common finding in the studies of Cook et al (2004) and Cinici (2016) is the role that education plays in (de)legitimating genetically modified organisms. Whereas the GM specialists interviewed by Cook et al claimed that through education, the public ignorance of science may be "remedied" (p. 439), the experimental study run by Cinici shows that "the more understanding about the nature of scientific knowledge and scientific enterprise students have, the more they develop scientifically balanced risk perception about controversial scientific issues."…”

Socioscientific Argumentation of Pre-Service Teachers about Genetically Modified Organisms

“…Students should be taught to be critical readers of the scientific knowledge, so they do not directly receive information from various mass media. Therefore, the ability of a person to be able to think critically and make logical decisions about controversial issues need to be developed [5]. Genetically Modified Organisms (GMOs) is one of the socioscientific issues which still debatable.…”

“…GMOs refers to organisms in which the genetic material has been altered through genetic engineering process, such as golden rice. GMOs issue involves interdependence between social and science in many respects [2], the interaction of various economic issues, ecology, social, biotechnology [5], and also moral and ethical consideration [6]. Consumption of golden rice in Indonesia still pros and cos, so this issue is used in the investigation in order to stimulate pre-service teachers in the process of decision making and develop a scientific argument.…”