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    Navigating complexity: a multifaceted approach to teaching climate change in middle school
    (Routledge Journals, Taylor & Francis Ltd, 2024) Durak, Benzegul; Topcu, Mustafa Sami
    Global climate change is one of the most significant challenges of the twenty first century, requiring its integration into K-12 science education curricula to foster informed and climate-literate citizens. However, challenges remain in effectively teaching climate change, including a lack of instructional materials and a reliance on traditional teaching methods that limit student engagement and understanding. To address these challenges, this study developed a unit that combines socioscientific issue-based instruction, scientific modeling, and systems thinking to improve climate education. The unit was implemented by a teacher trained in the Socioscientific Issues and Model-based Learning (SIMBL) framework and showed promising results. Students demonstrated an improved understanding of climate complexity, as evidenced by the inclusion of multiple factors in their system maps and the justification of policy decisions based on their knowledge. In addition, the integration of media literacy tools improved students' critical engagement with online content. Overall, the SIMBL unit facilitated transformative learning experiences that empowered students to understand and address the multifaceted challenges of climate change. The study suggests implications for teachers and advocates for adapting the sequence to various standards and socioscientific topics beyond climate change.
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    A perspective-evidence link diagram activity: focus on COVID-19
    (Routledge Journals, Taylor & Francis Ltd, 2021) Durak, Benzegul; Arslan, Harika Ozge
    During the unprecedented and rapid spread of the coronavirus disease-2019 (COVID-19) around the World, students have been concerned about the disease as much as the rest of the global community. As a real-world problem, the COVID-19 pandemic with many different debatable facets has social and scientific components, impacts society, and shows socioscientific issue characteristics. The pandemic blew up a debate about wearing or not wearing a face mask against infection and occupied the world agenda for nearly six months. After the World Health Organization (WHO) supports wearing face masks, a new debate on whether to wear fabric or a medical mask to protect public health started. Depending on that debate, a Perspective-Evidence Link diagram activity is designed for high school students and presented in this paper. The designed activity uses two different perspectives related to that debate and texts providing pieces of evidence for these perspectives. Students are expected to make different types of connections indicating the support/contradiction/ irrelevancy of these texts to each perspective while explaining their reasons for selecting different connection types. In addition to explaining the details of how to use the designed COVID-19-Perspective-Evidence Link diagram as online activity, this paper makes recommendations for classroom usage to help teachers use it in a productive manner.
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    Pre-service science teachers' evaluations of alternative perspectives on socio-scientific issues: Stem cell and cloning technologies
    (Pergamon-Elsevier Science Ltd, 2024) Arslan, Harika Ozge; Durak, Benzegul
    This study examined how the pre-service science teachers (PSTs) (1)connect some pieces of evidence and the perspectives on stem cell and cloning technologies, (2)evaluate these connections, (3)find plausible competing perspectives on these technologies. The participants were 73 PSTs. A qualitative research design was used, data was collected through PEL diagrams. The data were categorized as erroneous, descriptive, relational, and critical evaluation. The PSTs chose different types of connections between perspectives and evidence texts. Most of their evaluations were descriptive and erroneous. The PSTs' plausibility judgments favored the perspectives supporting the utilization of stem cell and cloning technologies.