Fen bilimleri öğretmenlerinin enerji içerikli yerel sosyobilimsel konular hakkında informal muhakemeleri ve informal muhakemelerini etkileyen etmenler

Abstract

This study examines the informal reasoning of science teachers about energy-related local socioscientific issues and the factors influencing their informal reasoning. Since socioscientific issues are open-ended and do not have a clear solution, socioscientific reasoning is considered important in discussions on these issues. Thirty-eight science teachers from the Central Anatolian Region of Türkiye took part in this qualitative descriptive study. Three scenarios were used in relation to energy-related local socioscientific issues (nuclear power plants, thermal insulation, and solar energy) for teachers’ reasoning. The teachers engaged in a reasoning process that focused on proposing solutions to local controversial dilemmas. Researchers asked teachers whether they agreed with these scenarios and to explain their reasons. Data were analysed using content analysis. Teachers' informal reasoning patterns were classified into three: rationalistic, emotive and intuitive reasoning. Also, factors influencing their reasoning were grouped according to SEE-STEP. The results of the study indicated that the science teachers mostly used rationalistic reasoning about the local socioscientific issues and environmental and economic factors affected their reasoning. Finally, the implications for reasoning on local socioscientific issues are discussed.