Shifting the Teaching Beliefs of Preservice Science Teachers About Socioscientific Issues in a Teacher Education Course

Abstract

The purpose of this study was to investigate how 22 preservice science teachers' (PSTs') beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner's perspective and a teacher's perspective during a 12-week initial teacher education course. The study also explored the learning experiences associated with these changes. This study was conducted in Hong Kong, where the science, technology, society and environment (STSE) framework has been integrated into the secondary science curriculum but no SSI instruction is provided. Data were collected through learning tasks completed by the participants: (a) curriculum designs (pre-, mid-and post-course), (b) lesson plans (mid-and postcourse) and (c) weekly reflective journals. Six profiles characterising teaching beliefs about SSI emerged from the data analysis. Qualitative analysis showed that the teaching beliefs of the PSTs had shifted from the traditional view that SSI should not be covered in science education to embracing SSI teaching. Three illustrative cases were used to capture key learning experiences and explore how these had led to a change in beliefs over time. These cases explained how PSTs' reflection on the why, what and how of teaching SSI to students can shape their beliefs about teaching SSI. The results have implications for the development of a closer alignment between PST beliefs and the SSI paradigm.

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

“…This study supports the effectiveness of the project activities discussed in the current study in terms of achieving a positive development in a short time. In another study, Leung (2022) implemented a 12-week teacher training program for pre-service science teachers. Leung (2022) stated that there was a shift toward the view that these issues should be taught, as the pre-service teachers, who stated that SSIs are excluded in science education, experienced SSI teaching in this process.…”

“…In another study, Leung (2022) implemented a 12-week teacher training program for pre-service science teachers. Leung (2022) stated that there was a shift toward the view that these issues should be taught, as the pre-service teachers, who stated that SSIs are excluded in science education, experienced SSI teaching in this process. Similarly, Karahan (2022) researched the experiences and comments of pre-service science teachers in the design and implementation processes of SSI-based teaching.…”

The Role of Students’ Worldview on Decision-Making: An Indonesian Case Study by a Socio-Scientific Issue-Based Instruction Through Integrated STEM Education

“…The rapid development of science and technology has made the socio-scientific issue (SSI) a challenging and important topic in recent decades. The SSI are complex social issues involving concepts, procedures, and technology, including those closely related to science and its derivatives (Leung, 2021;Sadler et al, 2016). Genetically modified organism (GMO) is one of the most popular topics related to SSI (Dowson & Venville, 2013;Subiantoro, 2017).…”

“…In the context of the GMO that has been implemented, students may feel afraid to oppose their religious belief that humans cannot change the creation of other Gods, especially students who have an indigenous view. It will be tough to change mental perceptions that have been inherent for a long time unless there is strong evidence or a very significant reason (Leung, 2021). Furthermore, Duit and Treagust (2003) stated that another critical factor in conceptual change is the frequent use of new concepts that make sense to students.…”

“…One of the most critical instruments required to understand how students think is to become acquainted with the decision-making process in complex themed learning, such as the socio-scientific issue (Leung, 2021).…”