Socio-scientific reasoning of science, social studies and primary teachers

Basit Öğe Kaydı
dc.authoridGENÇ, Murat/0000-0002-9742-1770en_US
dc.authoridORHAN, Ugur/0000-0002-2983-029Xen_US
dc.authorscopusid58987257600en_US
dc.authorscopusid56462388700en_US
dc.authorwosidGENÇ, Murat/K-9219-2019en_US
dc.contributor.authorOrhan, Ugur
dc.contributor.authorGenc, Murat
dc.date.accessioned2024-08-23T16:04:29Z
dc.date.available2024-08-23T16:04:29Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractBackgroundTeachers 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.en_US
dc.identifier.doi10.1080/02635143.2024.2338808
dc.identifier.issn0263-5143
dc.identifier.issn1470-1138
dc.identifier.scopus2-s2.0-85190464217en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/02635143.2024.2338808
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14219
dc.identifier.wosWOS:001200036100001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofResearch in Science & Technological Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSocio-scientific reasoningen_US
dc.subjectsocio-scientific reasoning scaleen_US
dc.subjectscience teachersen_US
dc.subjectsocial studies teachersen_US
dc.subjectprimary teachersen_US
dc.subjectDecision-Makingen_US
dc.subjectLiteracyen_US
dc.subjectArgumentationen_US
dc.subjectAttitudesen_US
dc.subjectViewsen_US
dc.subjectIssueen_US
dc.titleSocio-scientific reasoning of science, social studies and primary teachersen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu