Sosyobilimsel Konuların Öğretiminde Üçlü Öğretim Yaklaşımının Öğretmen Adaylarının Fen Okuryazarlığına Etkisi
Özet
Günümüz toplumunda yaşayan bireylerden doğru bilgiye ulaşabilme, bilgiyi analiz edebilme, teknolojinin getirdiği değişimlere kolay uyum sağlama ve elde etiği bilgiyi günlük yaşamda kullanma gibi beceri ve yeterlilikleri barındırmaları beklenir. Yenilenen ve geliştirilen öğretmen yetiştirme programlarında öğrencinin aktif olarak sürece dahil oldukları, teknolojiyi etkin bir biçimde kullanarak araştırma, sorgulama becerilerinin gelişimini destekleyen teknikler önem kazanmaktadır. Bu tekniklerden çalışmada ele alınan üçlü öğretim yaklaşımıdır. Üçlü öğretim yaklaşımı, internet-web tabanlı online araştırma, poster hazırlama süreci aktiviteleri ve mini sempozyum aktivitelerinden oluşmaktadır. Çalışmada elde edilen bulgular ışığında, sosyobilimsel konuların öğretiminde üçlü öğretim yaklaşımı kullanılmasının öğretmen adaylarının fen okuryazarlığı üzerine olumlu yönde bir etkisi olduğu, kaynak tarama, eleştirel düşünme, analiz etme, yaratıcılık, ürün oluşturma ve bilim insanının yaşadığı süreçleri tecrübe etme gibi kritik becerilerin geliştiği tespit edilmiştir. Bu bağlamda eğitim ortamlarında bireylerin fen okuryazarlığını geliştirmek, sosyobilimsel konuları öğretimini daha etkili hale getirmek adına üçlü öğretim yaklaşımının kullanılması önerilmektedir.
Referanslar
AACTE Committee on Innovation and Technology (Eds.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge.
Albe, V. (2008). Students’ positions and considerations of scientific evidence about a controversial socioscientific issue. Science & Education, 17(8), 805-827.
Allegretti, C. L. & Frederick, J. N. (1995). A Model for Thinking Critically About Ethical Issues. Teaching of Psychology, 22(1), 46-48
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of computer assisted learning, 21(4), 292-302.
Baird, B. N. (1991). In-class poster sessions. Teaching of Psychology, 18(1), 27-29.
Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32.
Behar-Horenstein, L. S., & Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching & Learning (TLC), 8(2).
Bilici, S. (2012). Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi ve Özyeterlikleri, Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, İlköğretim Anabilim Dalı, Ankara.
Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
Campbell, D. & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand-McNally.
Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251.
Chang Rundgren, S. N., & Rundgren, C. J. (2010). SEE-SEP: from a separate to a holistic view of socioscientific issues. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Article 2.
Cox, S., & Graham, C. R. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.
Creswell, J. W. (2003). A framework for design. Research design: Qualitative, quantitative, and mixed methods approaches, 9-11.
Çelik C. (2016). Evrensel fen okuryazarlık ölçeği’nin türkçe’ye uyarlama çalışması ve öğretmen adaylarının evrensel fen okuryazarlık düzeyi. (Yayınlanmamış Yüksek Lisans Tezi). Muğla Sıtkı Kocaman Üniversitesi, Eğitim Bilimleri Enstitüsü, Muğla.
Çelik, C., & Can, S. (2017). Intercultural Adaptation and Validity Study: Universal Science Literacy Scale (USLS). Universal Journal of Educational Research, 5(12), 2125-2136.
Dani, D. (2009). Scientific literacy and purposes for teaching science: a case study of lebanese private school teachers. International Journal of Environmental & Science Education, 4(3), 289-299.
Daud, N. M., & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology, 35(4), 477-487
Dawson, V., & Venville, G. J. (2009). High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? International Journal of Science Education, 31(11), 1421-1445.
Dunstan, M., & Bassinger, P. (1997). An innovative model: undergraduate poster sessions by health professional majors as a method for Communicating Chemistry in Context. Journal of Chemical Education, 74(9), 1067.
Fives, H., Huebner, W., Birnbaum, A. S. & Nicolich, M. (2014). Developing a measure of scientific literacy for middle school students. Science Education, 98(4), 549–580.
Foster, J. S. & Shiel-Rolle, N. (2011). Building scientific literacy through summer science camps: a strategy for design, implementation and assessment. Science Education International, 22(2), 85-98.
George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
Graham, R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L. & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
Hastürk, G., & Dogan, A. (2016). Effect of Triadic Teaching Approach in Some Environmental Subjects: Prospective Science Teachers Practice. International Journal of Environmental and Science Education, 11(5), 893-905.
Hastürk, H. G., & Ökkeşoğulları, E. (2021). Examination of Secondary School Students' Attitudes towards Socioscientific Issues. Education Quarterly Reviews, 4(2).
Hofer, M., & Harris, J. (2012, March). TPACK research with inservice teachers: Where’s the TCK?. In Society for Information Technology & Teacher Education International Conference (pp. 4704-4709). Association for the Advancement of Computing in Education (AACE).
Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach. Computer assisted language learning, 29(8), 1287-1297
Hubenthal, M., O’Brien, T., & Taber, J. (2011). Posters that foster cognition in the classroom: multimedia theory applied to educational posters. Educational Media International, 48(3), 193-207.
İçli, G., & Soysal, Y. (2020). Öğretmen Adaylarının Pedagojik-Epistemolojik İnanç Sistemleri ile Teknolojik Pedagojik Alan Bilgisi Yapılarının İncelenmesi. International Marmara Social Sciences Congress
Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.
Kaya, O. N., Yager, R., & Dogan, A. (2009). Changes in attitudes towards science–technology–society of pre-service science teachers. Research in Science Education, 39(2), 257-279.
Keçeci, G. (2014). Araştırma ve sorgulamaya dayalı fen öğretiminin öğrencilerin bilimsel süreç becerilerine ve tutumlarına etkisi. (Yayınlanmamış Doktora Tezi). Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
Koehler, M. J. & Mishra, P. (2008). Intriducing TPCK. In A. C. o. I. a. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 1-29). New York: Routledge for the American Association of Colleges for Teacher Education.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Kolstø, S. D. (2006). Patterns in students’ argumentation confronted with a risk‐focused socio‐scientific issue. International Journal of Science Education, 28(14), 1689-1716.
MEB (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3,4,5,6,7 ve 7. Sınıflar) Öğretim Programı. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara.
Mertens, D.M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. (2nd ed.) Thousand Oaks: Sage.
Millar R. & Osborne, J. (1998). Beyond 2000: Science education for the future. London, UK: King’s College.
Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 112(2), 29-48.
Miller, J. D. (1998). The measurement of civic scientific literacy. Public Understanding of Science, 7(3), 203223.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054
Mishra, P., & Koehler, M. J. (2008, March). Introducing technological pedagogical content knowledge. In annual meeting of the American Educational Research Association (Vol. 1, p. 16).
Moule, P., Judd, M., & Girot, E. (1998). The poster presentation: whatvalue to the teaching and assessment of research in pre-and Post-registration nursing courses?. Nurse Education Today, 18(3), 237-242.
Mun, K., Shin, N., Lee, H., Kim, S. W., Choi, K., Choi, S. Y. ve Krajcik, J. S. (2015). Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire. International Journal of Science Education, 37 ( 11), 1739-1766.
National Research Council [NRC] (1996). National science education standards. Washington, DC: National Academy Press.
Nielsen, J. A. (2012). Arguing from Nature: The role of ‘nature’in students’ argumentations on a socio-scientific issue. International Journal of Science Education, 34(5), 723-744.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509-523.
Pella, M. O., O’hearn, G. T. & Gale, C. W. (1966). Referents to scientific literacy. Journal of Research in Science Teaching, 4(3), 199-208.
Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. McGraw-Hill Education (UK).
Renaud, R. D. & Murray, H. G. (2008). A comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3(2), 85-93.
Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & education, 44(3), 217-235.
Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (pp. 729-780). Mahwa, New Jersey: Lawrence Erlbaum Associates
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 41(5), 513-536.
Sadler, T. D. (2011). Socio-scientific issues-based education: What we know about science education in the context of SSI. In Socio-scientific Issues in the Classroom (pp. 355-369). Springer, Dordrecht.
Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(4), 353-376.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
Topcu, M. S., Muğaloğlu, E. Z., & Güven, D. (2014). Fen eğitiminde sosyobilimsel konular: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 14(6), 1-22.
Topçu, M. S. (2010). Development of Attitudes towards Socioscientific Issues Scale for undergraduate students. Evaluation and Research in Education, 23(1), 51-67.
Van der Zande, P.A.M. (2009). Health-related genomics in classroom practice. D. J. Boerwinkel, and A. J. Waarlo (Eds.). Rethinking science curricula in the genomics era (82–89). FISME series on Research in Science Education No. 62. Utrecht: CD-β Press. 94
Van der Zande, P.A.M., Warloo, A.J., Brekelmans, M., Akkerman, S.F., & Vermunt J.D. (2011). A knowledge base for teaching biology situated in the context of genetic testing. International Journal of Science Education, 33(15). 2307-2067.
Walker, K. A., & Zeidler, D. L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International journal of science education, 29(11), 1387-1410.
Yalvaç, H. G. & Doğan, A. (2011). The Influences of the Poster Applications in Class About Some Environmental Issues upon the Mental Structures of Teacher Candidates. Life-long Learning and Informal Education Third International Congress of Educational Research Congress Book, 331-346.
Yeniceli, M., & Hastürk, G. (2021). Öğretmen Adaylarinin Sosyobilimsel Konulara İlişkin Tutumlarinin İncelenmesi. Anadolu Öğretmen Dergisi, 5(1), 160-178.
Yıldırım, İ., & Bakırcı, H. (2020). Ortak bilgi yapılandırma modeline dayalı fen öğretiminin sekizinci sınıf öğrencilerinin sosyobilimsel konular hakkındaki görüşlerine yansımasının incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 1051-1070.
Referanslar
AACTE Committee on Innovation and Technology (Eds.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York, NY: Routledge.
Albe, V. (2008). Students’ positions and considerations of scientific evidence about a controversial socioscientific issue. Science & Education, 17(8), 805-827.
Allegretti, C. L. & Frederick, J. N. (1995). A Model for Thinking Critically About Ethical Issues. Teaching of Psychology, 22(1), 46-48
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of computer assisted learning, 21(4), 292-302.
Baird, B. N. (1991). In-class poster sessions. Teaching of Psychology, 18(1), 27-29.
Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32.
Behar-Horenstein, L. S., & Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching & Learning (TLC), 8(2).
Bilici, S. (2012). Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi ve Özyeterlikleri, Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, İlköğretim Anabilim Dalı, Ankara.
Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
Campbell, D. & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand-McNally.
Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251.
Chang Rundgren, S. N., & Rundgren, C. J. (2010). SEE-SEP: from a separate to a holistic view of socioscientific issues. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Article 2.
Cox, S., & Graham, C. R. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.
Creswell, J. W. (2003). A framework for design. Research design: Qualitative, quantitative, and mixed methods approaches, 9-11.
Çelik C. (2016). Evrensel fen okuryazarlık ölçeği’nin türkçe’ye uyarlama çalışması ve öğretmen adaylarının evrensel fen okuryazarlık düzeyi. (Yayınlanmamış Yüksek Lisans Tezi). Muğla Sıtkı Kocaman Üniversitesi, Eğitim Bilimleri Enstitüsü, Muğla.
Çelik, C., & Can, S. (2017). Intercultural Adaptation and Validity Study: Universal Science Literacy Scale (USLS). Universal Journal of Educational Research, 5(12), 2125-2136.
Dani, D. (2009). Scientific literacy and purposes for teaching science: a case study of lebanese private school teachers. International Journal of Environmental & Science Education, 4(3), 289-299.
Daud, N. M., & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology, 35(4), 477-487
Dawson, V., & Venville, G. J. (2009). High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? International Journal of Science Education, 31(11), 1421-1445.
Dunstan, M., & Bassinger, P. (1997). An innovative model: undergraduate poster sessions by health professional majors as a method for Communicating Chemistry in Context. Journal of Chemical Education, 74(9), 1067.
Fives, H., Huebner, W., Birnbaum, A. S. & Nicolich, M. (2014). Developing a measure of scientific literacy for middle school students. Science Education, 98(4), 549–580.
Foster, J. S. & Shiel-Rolle, N. (2011). Building scientific literacy through summer science camps: a strategy for design, implementation and assessment. Science Education International, 22(2), 85-98.
George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
Graham, R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L. & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
Hastürk, G., & Dogan, A. (2016). Effect of Triadic Teaching Approach in Some Environmental Subjects: Prospective Science Teachers Practice. International Journal of Environmental and Science Education, 11(5), 893-905.
Hastürk, H. G., & Ökkeşoğulları, E. (2021). Examination of Secondary School Students' Attitudes towards Socioscientific Issues. Education Quarterly Reviews, 4(2).
Hofer, M., & Harris, J. (2012, March). TPACK research with inservice teachers: Where’s the TCK?. In Society for Information Technology & Teacher Education International Conference (pp. 4704-4709). Association for the Advancement of Computing in Education (AACE).
Hsu, L. (2016). Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach. Computer assisted language learning, 29(8), 1287-1297
Hubenthal, M., O’Brien, T., & Taber, J. (2011). Posters that foster cognition in the classroom: multimedia theory applied to educational posters. Educational Media International, 48(3), 193-207.
İçli, G., & Soysal, Y. (2020). Öğretmen Adaylarının Pedagojik-Epistemolojik İnanç Sistemleri ile Teknolojik Pedagojik Alan Bilgisi Yapılarının İncelenmesi. International Marmara Social Sciences Congress
Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269.
Kaya, O. N., Yager, R., & Dogan, A. (2009). Changes in attitudes towards science–technology–society of pre-service science teachers. Research in Science Education, 39(2), 257-279.
Keçeci, G. (2014). Araştırma ve sorgulamaya dayalı fen öğretiminin öğrencilerin bilimsel süreç becerilerine ve tutumlarına etkisi. (Yayınlanmamış Doktora Tezi). Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
Koehler, M. J. & Mishra, P. (2008). Intriducing TPCK. In A. C. o. I. a. Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 1-29). New York: Routledge for the American Association of Colleges for Teacher Education.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Kolstø, S. D. (2006). Patterns in students’ argumentation confronted with a risk‐focused socio‐scientific issue. International Journal of Science Education, 28(14), 1689-1716.
MEB (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3,4,5,6,7 ve 7. Sınıflar) Öğretim Programı. Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, Ankara.
Mertens, D.M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. (2nd ed.) Thousand Oaks: Sage.
Millar R. & Osborne, J. (1998). Beyond 2000: Science education for the future. London, UK: King’s College.
Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 112(2), 29-48.
Miller, J. D. (1998). The measurement of civic scientific literacy. Public Understanding of Science, 7(3), 203223.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054
Mishra, P., & Koehler, M. J. (2008, March). Introducing technological pedagogical content knowledge. In annual meeting of the American Educational Research Association (Vol. 1, p. 16).
Moule, P., Judd, M., & Girot, E. (1998). The poster presentation: whatvalue to the teaching and assessment of research in pre-and Post-registration nursing courses?. Nurse Education Today, 18(3), 237-242.
Mun, K., Shin, N., Lee, H., Kim, S. W., Choi, K., Choi, S. Y. ve Krajcik, J. S. (2015). Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire. International Journal of Science Education, 37 ( 11), 1739-1766.
National Research Council [NRC] (1996). National science education standards. Washington, DC: National Academy Press.
Nielsen, J. A. (2012). Arguing from Nature: The role of ‘nature’in students’ argumentations on a socio-scientific issue. International Journal of Science Education, 34(5), 723-744.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509-523.
Pella, M. O., O’hearn, G. T. & Gale, C. W. (1966). Referents to scientific literacy. Journal of Research in Science Teaching, 4(3), 199-208.
Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. McGraw-Hill Education (UK).
Renaud, R. D. & Murray, H. G. (2008). A comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3(2), 85-93.
Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & education, 44(3), 217-235.
Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research in science education (pp. 729-780). Mahwa, New Jersey: Lawrence Erlbaum Associates
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 41(5), 513-536.
Sadler, T. D. (2011). Socio-scientific issues-based education: What we know about science education in the context of SSI. In Socio-scientific Issues in the Classroom (pp. 355-369). Springer, Dordrecht.
Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(4), 353-376.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
Topcu, M. S., Muğaloğlu, E. Z., & Güven, D. (2014). Fen eğitiminde sosyobilimsel konular: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 14(6), 1-22.
Topçu, M. S. (2010). Development of Attitudes towards Socioscientific Issues Scale for undergraduate students. Evaluation and Research in Education, 23(1), 51-67.
Van der Zande, P.A.M. (2009). Health-related genomics in classroom practice. D. J. Boerwinkel, and A. J. Waarlo (Eds.). Rethinking science curricula in the genomics era (82–89). FISME series on Research in Science Education No. 62. Utrecht: CD-β Press. 94
Van der Zande, P.A.M., Warloo, A.J., Brekelmans, M., Akkerman, S.F., & Vermunt J.D. (2011). A knowledge base for teaching biology situated in the context of genetic testing. International Journal of Science Education, 33(15). 2307-2067.
Walker, K. A., & Zeidler, D. L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry. International journal of science education, 29(11), 1387-1410.
Yalvaç, H. G. & Doğan, A. (2011). The Influences of the Poster Applications in Class About Some Environmental Issues upon the Mental Structures of Teacher Candidates. Life-long Learning and Informal Education Third International Congress of Educational Research Congress Book, 331-346.
Yeniceli, M., & Hastürk, G. (2021). Öğretmen Adaylarinin Sosyobilimsel Konulara İlişkin Tutumlarinin İncelenmesi. Anadolu Öğretmen Dergisi, 5(1), 160-178.
Yıldırım, İ., & Bakırcı, H. (2020). Ortak bilgi yapılandırma modeline dayalı fen öğretiminin sekizinci sınıf öğrencilerinin sosyobilimsel konular hakkındaki görüşlerine yansımasının incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 1051-1070.
