Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum

Abstract

Abstract: This study examined Korean secondary science teachers’ perceptions of the introduction of socio‐scientific issues (SSI) into the science curriculum. The guiding research questions were (a) What are teachers’ perceptions of SSI and the place of these issues in the science curriculum? and (b) What are some factors that impede or facilitate addressing SSI in Korean secondary classrooms? The factors that were explored included teachers’ perceptions of the necessity of addressing SSI, teachers’ personal science‐teaching efficacy (PSTE) beliefs regarding SSI, and other relevant situational factors. The 86 participants (65% female) completed a questionnaire comprising Likert‐type and open‐ended questions. Next, follow‐up, semi‐structured interviews were conducted with a random sample of 12 participants. Results indicated that participants perceived a need to address SSI positively. However, only a minority dealt with such issues in their classrooms and then only sporadically. Participants had low PSTE ...