Exploring Teachers' Professional Development on Socioscientific Issues and Model-Based Learning: A Multiple Case Study

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dc.contributor.authorDurak, Benzegul
dc.contributor.authorTopcu, Mustafa Sami
dc.date.accessioned2025-10-11T20:48:44Z
dc.date.available2025-10-11T20:48:44Z
dc.date.issued2025
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThis study proposes a three-phase professional development (PD) program for middle school science teachers and aims to investigate their engagement with the Socioscientific Issue and Model-Based Learning (SIMBL) framework. It follows a multiple-case study design, and the main data sources of the study are semi-structured interviews, while the secondary data sources include developed SIMBL units, field notes of the PD program, classroom observations of the lessons, and unstructured phone calls/messages. The semi-structured interviews comprise pre- and post-PD program interviews as well as post-implementation interviews. Employing the Interconnected Model of Professional Growth framework for data analysis, teachers are categorized into three distinct groups: proactive, collaborative, and teacher-led. Findings highlight how teacher beliefs and prior experiences shape their ability to integrate SIMBL into classroom practices. The study emphasizes the critical role of sustained PD, reflective practices, and alignment with teacher beliefs in facilitating the effective implementation of innovative teaching frameworks. Ultimately, the SIMBL framework was found to enhance student engagement with socioscientific issues by fostering critical thinking, systems-based reasoning, and media literacy, contributing to science education.en_US
dc.description.sponsorshipScientific and Technological Research Council of Turkiye (TUBIdot;TAK)en_US
dc.description.sponsorshipYimath;ldimath;z Technical University Scientific Research Projects Coordination Office [SDK-2021-4626]en_US
dc.description.sponsorshipOpen access funding provided by the Scientific and Technological Research Council of Turkiye (TUB & Idot;TAK). This work was supported by the Y & imath;ld & imath;z Technical University Scientific Research Projects Coordination Office under project number SDK-2021-4626.en_US
dc.identifier.doi10.1007/s11191-025-00628-1
dc.identifier.issn0926-7220
dc.identifier.issn1573-1901
dc.identifier.scopus2-s2.0-85218688498en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1007/s11191-025-00628-1
dc.identifier.urihttps://hdl.handle.net/20.500.12684/22063
dc.identifier.wosWOS:001467271100001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofScience & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKA_WOS_20250911
dc.titleExploring Teachers' Professional Development on Socioscientific Issues and Model-Based Learning: A Multiple Case Studyen_US
dc.typeArticleen_US

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