Fen Bilimleri Öğretmenlerinin Sosyobilimsel Konular Temelli Öğretim Tasarımları: Durum Çalışması

Sosyobilimsel konular odaklı durum çalışmaları incelendiğinde öğretmenlerin bu konuların öğretimine yönelik algı ve düşüncelerine odaklanılırken, sınıf içi uygulamaların ihmal edildiği görülmektedir. Alanyazındaki bu eksikliği karşılamak adına, nitel araştırma desenlerinden durum çalışması şeklinde gerçekleştirilen bu çalışmada üç ortaöğretim fen bilimleri öğretmenlerinin sosyobilimsel konuların öğretimindeki inanç ve motivasyonları ve bu faktörler ile birlikte bağlamsal faktörlerin de sosyobilimsel konular odaklı öğretim süreçleri tasarlama ve uygulamalarını nasıl şekillendirdiği incelenmektedir. Araştırmanın veri toplama araçlarını yarı yapılandırılmış görüşmeler, gözleme dayalı saha notları ve araştırmacı günlükleri oluşturmaktadır. Veri analizi süreci üç aşamada gerçekleşmiştir: açık kodlama, tema ve kategorilerin tanımlanması ve temaların oluşturulması. Araştırmanın bulgularına göre, katılımcılardan biri sosyobilimsel konular odaklı fen bilimleri dersinin etik, ekonomi gibi farklı sosyal boyutlar ile zenginleştirilmesinin konulara kapsamlı bir bakış açısı geliştirmek ve bilgiye dayalı karar verme becerileri geliştirme açısından vazgeçilmez olduğunu düşünürken, daha az deneyimli olan diğer iki katılımcı sosyobilimsel konular odaklı fen bilimleri derslerini problemleri objektif sunma adına bilimsel veri odaklı ve sosyal boyutlardan arındırılmış bir şekilde gerçekleştirmeyi tercih etmişlerdir. Buna ek olarak, öğretmenlerin içlerinde bulundukları okul ve toplumun sosyal ve kültürel özellikleri gerekse de öğretmenlerin sahip oldukları inançları gibi bağlamsal faktörlerin öğretmenlerin sosyobilimsel konular odaklı fen bilimleri dersi öğretimini güçlü bir şekilde şekillendirdiğini göstermiştir.

Case Studies of Science Teachers Designing Socioscientific Issues-Based Instruction

The qualitative case studies in socioscientific issues (SSI) focus on teachers' perceptions and opinions on teaching SSI, rather than individual teachers' involvement in teaching SSI. Thus, there is a need for in-depth case studies that focus on teachers' practices of teaching SSI and how these practices are influenced by teachers' deeper beliefs and motivations. This study investigated science teachers' design and implementation of SSI-based instruction. Using a multiple case study design, the participants were three science teachers. The data collected through semi-structured interviews, observational field notes, and reflective journals in this study. The data analysis procedure occurred in three stages: open coding, identification of patterns and categories, and building themes. The findings revealed that one participant embraced the inclusion of social aspects such as ethics and values in SSI instruction, whereas the other two participants intentionally excluded the social aspects and only focused on scientific data and findings in order to present the issue in a less biased and controversial way. In addition, teachers' epistemological and pedagogical beliefs about science and socioscientific issues, as well as the social and cultural structure of their school and community, strongly influenced their SSI-focused instructional practices.

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