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    Comparing Socioscientific Teacher Roles, Communicative Approaches, and Discourse Patterns While Teaching Socioscientific Issues as well as Standard Science Subjects
    (Springer, 2024) Yildirim, Leyla; Ucak, Esra; Genc, Murat
    The purpose of the current study is to investigate the roles preferred by science teachers in the teaching of socioscientific issues (SSIs) in relation to the communicative approach and discourse patterns in the context of SSI and non-SSI. In this qualitative study, the holistic multiple case study design was used. The study group consisted of three science teachers and their students. Video recordings of lessons, semi-structured interviews, and vignettes about teacher roles on socioscientific issues were used as data sources. The communicative approach and discourse patterns of the teachers were analysed by discourse analysis in the context of the roles they preferred. At the beginning of the study, two teachers seemed to prefer the same role, whereas one preferred a different role. As a result of the analysis of the video recordings of the teachers' classes, it was determined that one of the teachers enacted a different role from the one stated as her preferred role. The results of this study can provide a basis for professional development activities for teachers who are interested in improving the use of the dialogic interactive communicative approach and the discourse patterns based on this approach in their teaching.
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    Socio-scientific reasoning of science, social studies and primary teachers
    (Routledge Journals, Taylor & Francis Ltd, 2024) Orhan, Ugur; Genc, Murat
    BackgroundTeachers should have a reasonable socio-scientific reasoning (SSR) level, both because they are intellectual members of society and because of their duty to teach reasoning skills to their students, who will become responsible citizens of the future, as indicated in the curriculum.PurposeThe study aims to examine the SSR level of science, social studies and primary teachers and determine the effect of different variables on SSRquantitatively.SampleThe participants were composed of 297 primary teachers, 80 scienceteachers and 53 social studies teachers (430 teachers in total) who worked in official institutions affiliated with the Ministry of National Education in Turkey.Design and methodThe descriptive survey model, a quantitative research method, was used to achieve the research goal. The research data were obtained via the Socio-Scientific Reasoning Scale (SSRS).Results and ConclusionResults show that the SSR of the science, social studies and primary teachers are at a medium level and there is no statistically significant difference between the teaching branches. In the sub-dimensions of SSR, the highest level of reasoning was obtained by all the teachers from three different branches for the sub-dimension of perspective. Science and primary teachers had the lowest level of reasoning for the sub-dimension of complexity; social studies teachers had the lowest level of reasoning for the sub-dimensionof inquiry. While education level does not affect SSR, SSR varies statistically significantly depending on the variables of branch, gender and professional experience.SuggestionPractices should be implemented to improve teachers' SSR, which can be conducted through in-service training opportunities. In addition, our results can be used while determining the composition of the teachers who will participate in the training.
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    USING MOBILE APPLICATIONS IN SCIENCE EDUCATION
    (Int Council Materials Education, 2021) Genc, Murat; Sogut, Seda; Albayrak, Sena
    This research aims to get the opinions of science teacher candidates about using mobile applications. The research study group consists of 31 science teacher candidates who are continuing their education at the Faculty of Education at Duzce University. A descriptive research design, one of the qualitative research methods, was used in this research. At the beginning, teacher candidates were informed about mobile learning and applications. Later, to get their opinions, they were asked to use SkyMap, PlantNet, KligTag, and Science Journal mobile applications and prepare reports about them. Finally, they were asked to write their opinions about mobile applications. The data obtained are coded, and their frequency distributions are analyzed, tabulated, and interpreted. The research findings were obtained through a content analysis of the data consisting of the opinions of science teacher candidates. According to the results obtained, most of the teacher candidates stated that mobile applications benefit the learning and teaching process and contribute to students' development of science process skills. In addition, teacher candidates stated that mobile applications attract students' attention and offer them the opportunity to learn through experience.