Teacher candidates’ perceptions regarding socio-scientific issues and their competencies in using socio-scientific issues in science and technology instruction

Abstract

This study it is aimed at investigating the views of science and classroom teacher candidates regarding socio-scientific issues and their competencies in using socio-scientific issues in science and technology teaching. Qualitative research approach was adopted in the study and criterion sampling technique was used in determining the participants. The data of the present study were gathered through a questionnaire that included five open-ended questions. The data of the research were gathered in Summer School at the 2009-2010 academic years and were analyzed through descriptive analyses. It was found out that teacher candidates conceptualize socio-scientific issue phenomenon in different ways. When the definitions are generally examined, it is seen that the features of socio-scientific issues are current events, having a scientific basis and an effect on individual and societal life. Teacher candidates state that they are incompetent in making use of socio-scientific issues in science and technology teaching.