Scenario-based teaching process in the life science course based on socioscientific issues

Abstract

This study aims to determine the effect of scenario-based teaching based on socioscientific issues in the life science courses on decision-making skills, attitudes towards the course, and academic achievement of primary school students. The research was conducted during the life science course and scenario-based teaching activities in the context of socioscientific issues were implemented for 8 weeks. Pre-post and retention tests were used to measure the changes in decision-making skills, attitudes towards the life science course and academic achievement of primary school students. Based on the results of the study, the scenario-based teaching process implemented about socioscientific issues significantly increased primary school students' decision-making skills, their attitudes toward the life science course, and their academic achievement both during and at the end of the process a significantly broad effect (p