The Relationship of Preservice Science Teachers’ Decision Making Strategies and Content Knowledge in Socio-Scientific Issues

Abstract

The aim of this study is to examine the relationship between preservice science teachers' decision-making strategies and their content knowledge in a socioscientific issue. For this purpose, holistic multiple case design was used in qualitative research methods in this research. The study was carried out with 15 preservice teachers selected by means of purposive sampling method among 125 preservice teachers studying at Science Education Department of a state university at Central Anatolian Region of Turkey. As a data collection tool in the research, GMOs Knowledge Test (GKT), Chocolate Selection Scenario and interview questions were used. First, GKT was applied to 125 preservice teachers. As a result of this test, preservice teachers are divided into three groups as low, medium and high level content knowledge about GMOs. From these groups, low level (f = 5), medium level (f = 5) and high level (f = 5) preservice teachers were selected by purposeful sampling method for the interview. A scenario was given in order to evaluate the decision-making strategies of the 15 selected preservice teachers and then interviews were conducted. According to research findings, the group with high-level content knowledge about GMOs seems to discuss according to their importance by comparing the criterias that consider different aspects of the options at a high level (compensatory decision-making strategy). It is seen that the group with medium level content knowledge uses cut offs as well as making comparisons between the criteria (mixed strategy). It is also seen that the group with low level content knowledge frequently uses cut offs between options and evaluates options in a narrow viewpoint (non-compensatory decision-making strategy). According to these results, decision making abilities of preservice teachers with high-level content knowledge are higher than other groups. The training environment which increases the content knowledge in this issue is suggested so that the preservice teachers can have effective decision making strategies in socio-scientific issues during the education process