Fen Bi̇li̇mleri̇, Bi̇yoloji̇ Ve Fi̇zi̇k Dersi̇ Öğreti̇m Programlarinin Sosyobi̇li̇msel Konular Açisindan Değerlendi̇ri̇lmesi̇

Et, Sümeyra Zeynep; Gömleksiz, Mehmet Nuri

doi:10.18069/firatsbed.872628

Cited by 4 publications

(2 citation statements)

References 42 publications

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“…However, they are few. Compared to the curricula of secondary education physics, chemistry and biology, SSI-related objectives are given more space in the science curriculum (Et & Gömleksiz, 2021). Therefore, the acquaintance of secondary school teachers on these issues may be lower.…”

Section: Discussionmentioning

confidence: 99%

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Tekin¹,

Aslan²,

Keleş³

2023

Sci Insights Educ Front

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Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants’ views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators.

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Section: Discussionmentioning

confidence: 99%

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Tekin¹,

Aslan²,

Keleş³

2023

Sci Insights Educ Front

View full text Add to dashboard Cite

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“…The knowledge categories presented by teachers should be transferred from short-term memory to long-term memory, ensuring their permanence and practicality. A functional curriculum is considered an effective means to achieve this objective (Yapıcı, 2011;Atlı, 2019;Et & Gömleksiz, 2021). Conversely, the weak aspects of the 12th-grade biology curriculum, according to the majority of teachers, include excessively detailed topics and a lack of practical and meaningful learning experiences.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Evaluation of the 12th Grade Biology Curriculum with the Opinions of Biology Teachers

PEHLİVAN,

MERCAN

2023

Batı Anadolu Eğitim Bilimleri Dergisi

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The aim of this research is to examine how adequate the learners are in gaining knowledge, skills, attitudes, values, and understandings about biology, with the views of 12. grade biology teachers. The research model was a case study, a qualitative research method. The study group was determined using homogeneous sampling, a purposive sample method. The research study group consisted of all biology teachers who have previously or currently taught the 12th grade biology curriculum. So the research study group includes 72 biology teachers. An interview form with 12 semi-structured open-ended questions was used to collect data on participants' demographics (gender, professional seniority), 2 questions, and their thoughts on the 12th-grade biology curriculum. The MAXQDA 2022 program was used to analyze the research findings. According to the research, the majority of current 12th-grade biology teachers had good attitudes about learning outcomes, teaching activities, and course content.It is considered that this research will contribute to the field of educational sciences and biology education by shedding light on the applications that should be included in an effective curriculum that can criticize, question, and direct research in this age where technology is rapidly developing.

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60-72 Aylık Okul Öncesi Öğrencilerinin Epistemik Profillere Göre Sosyobilimsel Konulara Yönelik Muhakeme Becerilerinin Araştırılması: Isparta Örneği

YILDIRIM,

YILMAZ

2023

Eğitimde Kuram Ve Uygulama

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The purpose of this study is to examine preschool students' reasoning about socioscientific issues (SSI) according to their epistemic profiles. A qualitative case study was used in the study. The participant group of the study consisted of 22 children aged 60-72 months studying in a public kindergarten in the central district of Isparta province in the 2021-2022 academic year. Three scenarios about SBK developed by the researchers and two different question sets related to each scenario were used as data collection tools. Before starting the main study, researcher1 spent time with the participant group as a participant-observer within the scope of naturalistic inquiry approach and the main research process was started after she was seen as a natural member of the group. During the implementation process, researcher1 met with each student in a quiet environment with one-to-one interviews and read the scenarios and aimed to reveal the students' reasoning about the scenarios. The same process was followed for each scenario. The data collection process lasted four weeks. The interviews were recorded and converted into written format. The data obtained in the study were analyzed based on content analysis and Schommer and Kuhn's epistemological belief models. According to the findings, it was concluded that the participant group could not make sufficient reasoning and had naive epistemic profiles even if they had ideas about current issues within the scope of SBK. However, as the practices progressed and the scenarios changed, positive changes were observed in students' reasoning. The findings were discussed with reference to the literature and recommendations were presented.

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Fen Bi̇li̇mleri̇, Bi̇yoloji̇ Ve Fi̇zi̇k Dersi̇ Öğreti̇m Programlarinin Sosyobi̇li̇msel Konular Açisindan Değerlendi̇ri̇lmesi̇

Cited by 4 publications

References 42 publications

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Evaluation of the 12th Grade Biology Curriculum with the Opinions of Biology Teachers

60-72 Aylık Okul Öncesi Öğrencilerinin Epistemik Profillere Göre Sosyobilimsel Konulara Yönelik Muhakeme Becerilerinin Araştırılması: Isparta Örneği

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