Examining the Changes in Pre-Service Science Teachers' Views on Science, Technology and Society: The Impact of Socio-Scientific Issues

Y

34

Scientific Concepts; Concept Formation; Scientific Literacy; Science and Society; Scientific Principles; College Seniors; Preservice Teachers; Influence of Technology; World Problems; Problem Solving; Environmental Education; Climate; Energy Conservation; Foreign Countries

1562-0506

In this study, applications based on socioscientific subject-oriented science, technology, society and environmental education were carried out. The aim of the study is to determine the views of pre-service science teachers, who are engaged with the applications, about science, technology and society and to determine whether these views are sufficient. 83 pre-service science teachers participated in the study. In order to evaluate the pre-service teachers' views on science, technology and society, the "Views on Science, Technology and Society Questionnaire (VOSTS)" was used, which was developed by Aikenhead, Ryan and Fleming (1989). According to the VOSTS pre-test results, it was observed that there was diversity in the views of the pre-service teachers in subjects such as the definitions of science and technology, the impact of society on science, and the classification of scientific knowledge. It is among the findings that pre-service teachers have many misconceptions about these issues. The unsatisfactory views of the pre-service teachers, who produced solutions to problem situations consisting of socioscientific issues and finalized their suggestions, of the pre-service teachers about science, technology and society, were replaced by more realistic and acceptable views after the applications.

As Provided

2021

EJ1312940