The Effects of Socio-scientific Instruction on Pre-Service Teachers’ Sense of Efficacy for Learning and Teaching Controversial Family Health Issues

Abstract

This research investigates the effects of socioscientific instruction on pre-service teachers’ sense of efficacy in the teaching and learning of controversial family health issues. For this purpose, a total of 251 students from two teacher training colleges participated in the study and were randomly assigned as experimental and control groups. The experimental group was taught the contents of the controversial family health issues using socioscientific instruction approach and the control group was taught the same content using a more traditional approach. Quantitative data were obtained from both groups after responding to the ‘Teacher sense of Efficacy Scale’ as instrument used for data collection before and after the treatments. Analysis of covariance was used in data analysis of which the pre-treatment scores were used as covariates. Qualitative interviews were conducted with ten participants randomly selected from the experimental group before and after the treatment to deepen and elaborate the quantitative data. The quantitative and qualitative findings indicate that the integration of the socioscientific instruction have significantly affected the pre-service teachers’ sense of efficacy in favour of the experimental group that shows a more stronger sense of efficacy. It was concluded that the socioscientific instruction is significantly effective in changing the pre-service teachers’ weaker sense of efficacy to a stronger one in the controversial family health issues.