[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596277-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596277-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","opinions-of-science-teachers-who-are-graduate-students-on-teaching-socio-scientific-issues","Opinions of Science Teachers who are Graduate Students on Teaching Socio Scientific Issues","","The study investigates how postgraduate science teachers perceive socio-scientific issues, how they teach these topics, and what difficulties they face while teaching and what support they need. Data were collected through three Zoom focus group interviews with 14 science teachers pursuing master’s degrees in science education at Siirt University during 2021–2022, using a semi-structured interview form and thematic content analysis. Findings show teachers’ conceptualization, example-giving, and interest in discussion, debate, and student-centred approaches, alongside needs for materials, training, smaller classes, and time.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/opinions-of-science-teachers-who-are-graduate-students-on-teaching-socio-scientific-issues/596277/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/opinions-of-science-teachers-who-are-graduate-students-on-teaching-socio-scientific-issues/596277.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of the study on socio-scientific issues?","Question",{"text":63,"@type":64},"To determine what postgraduate science teachers perceive about socio-scientific issues, how they teach them, what difficulties they encounter, and what they need during instruction.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research data collected and analyzed?",{"text":68,"@type":64},"Three Zoom focus group interview sessions were conducted with 14 science teachers using a semi-structured interview form. The data were analyzed through thematic content analysis, producing themes, categories, codes, and frequency values.",{"name":70,"@type":61,"acceptedAnswer":71},"What teaching approaches and examples did teachers report using?",{"text":72,"@type":64},"Teachers said they can define socio-scientific issues, provide sufficient examples, and explain reasons in detail. They reported using lecture and question-answer methods, and for some topics using discussion and debate as student-centred approaches.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596277,1792189353,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Opinions of Science Teachers who are Graduate Students on Teaching Socio Scientific Issues  \nEmrah ÖZBUĞUTU *  \nAbstract  \nThis study was carried out in order to determine what postgraduate science teachers perceive when socio scientific issues are mentioned, how they teach these subjects, what difficulties they encounter during teaching the subjects and what they need during the teaching of socio scientific issues. For this purpose, three groups of interviews were conducted over ZOOM with 14 science teachers working in different provinces and doing a master's degree in science education at Faculty of Education, Siirt University in the 2021-2022 academic year. Focus group interview, one of the qualitative research methods, was used in the research. Research data were collected with a semistructured interview form. In the analysis of the data, the thematic content analysis was made. According to the answers given to the questions, themes, categories, and codes were created and frequency values were given. According to the results obtained, teachers can define socio scientific issues, give enough examples, explain the reasons for discussing the issues in detail, follow current developments especially on social media and the internet, use traditional teaching methods such as lecture methods and question-answer, and draw upon student-centred methods such as discussion and debate while teaching some subjects. It was understood that they need domestic materials and foreign resources, a reduction in the class size, and teacher training, have difficulties due to reasons such as the lack of a clear answer to the subjects, religious beliefs, prejudices and lack of sufficient time for the subjects, mostly benefit from the textbooks while teaching the subjects, and could give examples of socio scientific issues in their close environment.  \nKeywords: Socio scientific issues, Science education, Science teachers, Focus group technique  \n*  \nFaculty of Education, [Siirt University Siirt/Turkey. Email: emrahozbugutu@hotmail.com](Siirt University Siirt/Turkey. Email: emrahozbugutu@hotmail.com)  \nIntroduction  \nOne of the most significant objectives of science teaching is to support the development of scientific literacy, which includes students' decision-making skills, reasoning, critical thinking skills, and the knowledge necessary to implement their decisions. Today, scientific literacy not only includes scientific knowledge, but also requires the production, interpretation, communication, discussion, and examination of the impact of science on society and the environment (OECD, 2006) .  \nThe developments in science and technology have also created some dilemmas for social life. Today, there are still open-ended moral-ethical debates on issues such as population growth, genetic screening, genetic engineering, cloning, reproductive technologies and vaccination, and climate change (Saunders & Rennie, 2013) . In addition to these issues, there are also examples of waste processing and recycling (Kortland, 1996), environmental problems (Patronis, Potari and Spiliotopoulou, 1999), mines and their effects on the environment (Pedretti, 1999), genetics of farm animals, the increase of chicken farms and their effects on nature (Jimenez -Aleixandre, Rodriguez and Duschl, 2000), energy transplantation, leukemia (Kolstø, 2001), animal rights (Zeidler, Walker, Acett and Simmons, 2002; Ayvacı, Bülbül and Türker 2019) . Despite these large-scale discussions, it is observed in the results of research conducted with teachers that many teachers experience uneasiness in their classes, especially in the process of explaining socioscientific issues with ethical aspects (Lee et al., 2006; Chen & MuiSo, 2017; Küçükaydın 2019) .  \nIn recents years, some typical topics have emerged including nuclear powerplants, stem cells, flu vaccine, cloning, blood sugar test for the pregnant, genetically modified foods, cosmetic surgery, global warming, cholesterol drugs, and or","cbCaim5NNF5rSo32","https://ap.wps.com/l/cbCaim5NNF5rSo32","pdf",396035,21,"English","# Introduction\n## Scientific literacy and its social dimension\n## Socio-scientific dilemmas in science and technology\n## Common SSI topics and classroom challenges\n## Time, curricula, and instructional goals\n## Importance of teachers’ views","[{\"question\":\"What was the purpose of the study on socio-scientific issues?\",\"answer\":\"To determine what postgraduate science teachers perceive about socio-scientific issues, how they teach them, what difficulties they encounter, and what they need during instruction.\"},{\"question\":\"How was the research data collected and analyzed?\",\"answer\":\"Three Zoom focus group interview sessions were conducted with 14 science teachers using a semi-structured interview form. The data were analyzed through thematic content analysis, producing themes, categories, codes, and frequency values.\"},{\"question\":\"What teaching approaches and examples did teachers report using?\",\"answer\":\"Teachers said they can define socio-scientific issues, provide sufficient examples, and explain reasons in detail. They reported using lecture and question-answer methods, and for some topics using discussion and debate as student-centred approaches.\"}]","Opinions of Science Teachers who are Graduate Students on Teaching Socio Scientific Issues | PDF",1792082780,53]