Yıl: 2023 Cilt: 38 Sayı: 4 Sayfa Aralığı: 558 - 570 Metin Dili: İngilizce DOI: 10.16986/HUJE.2023.505 İndeks Tarihi: 31-10-2023

A Socioscientific Scenario Development Process: An Example for Space Research

Öz:
The purpose of this study is to develop a socioscientific scenario related to space research. The study consists of four parts: preparation of a draft scenario, obtaining expert opinions, revising and implementing the scenario. The selection of the topic, space research, was based on the following criteria: (i) being current, (ii) being realistic, (iii) including different aspects, (iv) familiarity of students with these topics, and (v) being part of the science curriculum. In developing the scenario content, various sources such as newspaper articles, research findings, scientific publications, popular science materials, teaching resources, websites, blogs, and reports were utilized. The scenario concludes with discussion questions. After developing the draft scenario, experts in science education, special education, and Turkish language education were consulted to evaluate the readability, comprehensibility, suitability for the study, and age level appropriateness. Based on the experts' feedback, the final version of the scenario was prepared and pilot tested with five gifted students. The pilot test results demonstrated that the scenario was effective in stimulating informal reasoning and revealing patterns of informal reasoning through the discussion questions. The research findings were discussed in the context of the literature, and recommendations for future research were provided.
Anahtar Kelime: Socioscientific issues scenario development space research informal reasoning

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Abd-el-khalick, F. (2003). Socioscientific issues in pre-college. In D. L. Zeidler (Ed.), The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education (pp. 41–61). Dordrecht, The Netherlands: Kluwer Academıc Publishers.
  • Akbaş, M. (2017). İlköğretim düzeyindeki üstün yetenekli öğrencilerin çeşitli sosyobilimsel konulara ilişkin argümantasyon kalitesinin ve informal düşünme becerisinin incelenmesi [The investigation of primary level gifted students’ argumentation level and informal reasoning related to socioscientific issues]. Yüksek Lisans Tezi. Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü. Bolu.
  • Al, S. (2015). Pre-service science teachers’ perceptions of socioscientific issues: Global warming as a case. Master Thesis. Middle East Technical University. The Graduate School of Social Sciences. Ankara.
  • Alred, A. R., & Dauer, J. M. (2020). Understanding factors related to undergraduate student decision-making about a complex socio-scientific issue: Mountain lion management. Eurasia Journal of Mathematics, Science and Technology Education, 16(2), em1821. https://doi.org/10.29333/ejmste/113757.
  • Atabey, N., Topçu, M. S., & Çiftçi, A. (2018). Sosyobilimsel konu senaryolarının incelenmesi: Bir içerik analizi çalışması [The investigation of socioscientific issues scenarios: A content analysis research]. OPUS Uluslararası Toplum Araştırmaları Dergisi, 9(16), 1968–1991. http://doi.org/10.26466/opus.474224
  • Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching, 1–29. http://doi.org/10.1002/tea.21627
  • Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87, 352–377. http://doi.org/10.1002/sce.10063
  • Bossér, U., & Lindahl, M. (2019). Students’ positioning in the classroom: A study of teacher-student interactions in a socioscientific issue context. Research in Science Education, 49(2), 371–390. http://doi.org/10.1007/s11165-017-9627-1
  • Burek, K. (2012). The impact of socioscientific ıssues based curriculum ınvolving environmental outdoor education for fourth grade students. Graduate Theses and Dissertations. University of South Florida.
  • Chang, S. N., & Chiu, M. H. (2008). Lakatos’ scientific research programmes as a framework for analysing informal argumentation about socio-scientific issues. International Journal of Science Education, 30(13), 1753–1773. http://doi.org/10.1080/09500690701534582
  • Dawson, V., & Carson, K. (2017). Using climate change scenarios to assess high school students’ argumentation skills. Research in Science and Technological Education, 35(1), 1–16. http://doi.org/10.1080/02635143.2016.1174932
  • Dolan, T. J., & Zeidler, D. L. (2009). Speed kills! (or Does it?): A fun skateboarding introduction leads to a serious debate on speed limits. Science and Children, 47(3), 20-23.
  • Dolan, T. J., Nichols, B. H., & Zeidler, D. L. (2009). Using socioscientific issues in primary classrooms. Journal of Elementary Science Education, 21(3), 1–12. http://doi.org/10.1007/bf03174719
  • Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012). Contextualizing nature of science instruction in socioscientific issues. International Journal of Science Education, 34(15), 2289–2315. http://doi.org/10.1080/09500693.2012.667582
  • Eggert, S., & Bögeholz, S. (2009). Students’ use of decision-making strategies with regard to socioscientific issues: An application of the rasch partial credit model. Science Education, 94(2), 230–258. http://doi.org/10.1002/sce.20358
  • Errington, E. (1997). Role play. (K. Fraser, Ed.). Australian Capital Territory: Higher Education Research and Development Society of Australasia Incorporated.
  • Evren Yapıcıoğlu, A., & Kaptan, F. (2017). A mixed method research study on the effectiveness of socioscientific issue-based instruction. Education and Science, 42(192), 113–137. http://doi.org/10.15390/EB.2017.6600
  • Evren, A., & Kaptan, F. (2015). Fen eğitimde sosyobilimsel durum temelli öğretimin yeri ve önemi [Status and importance of socioscientific issue based teaching in science education]. In VI. Uluslararası Türkiye Eğitim Araştırmaları Kongresi (pp. 389– 402). Ankara.
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed). New York: McGraw-hill.
  • Gustafsson, B., & Öhman, J. (2013). DEQUAL: A tool for investigating deliberative qualities in students’ socioscientific conversations. International Journal of Environmental and Science Education, 8(2), 319–338. http://doi.org/10.12973/ijese.2013.208a
  • Güven Yıldırım, E. & Önder, A. N. (Eds.). (2020). Senaryolarla desteklenmiş fen ve teknoloji uygulamaları. Ankara: Anı Yayıncılık. Halim, M., & Saat, R. M. (2017). Exploring students’ understanding in making a decision on a socioscientific issue using a persuasive graphic organiser. Journal of Baltic Science Education, 16(5), 813–824.
  • Hartikainen-Ahia, A., Sormunen, K., Jäppinen, I., & Kärkkäinen, S. (2014). Scenarios – A motivational approach towards inquiry-based learning. In C. Bolte & F. Rauch (Eds.), Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 66–69).
  • Iordanou, K., & Constantinou, C. P. (2014). Developing pre-service teachers’ evidence-based argumentation skills on socio- scientific issues. Learning and Instruction, 34, 42–57. http://doi.org/10.1016/j.learninstruc.2014.07.004
  • Jarmon, L., Keating, E., & Toprac, P. (2008). Examining the societal impacts of nanotechnology through simulation: NANO SCENARIO. Simulation and Gaming, 39(2), 168–181. http://doi.org/10.1177/1046878107305610
  • Karamanlı, E. (2019). Sosyobilimsel konularda sınıf içi destekli blog uygulamaları ile ortaokul öğrencilerinin argümantasyon düzeylerinin ve informal akıl yürütme örüntülerinin incelenmesi [Investigation of argumentation levels and informal intelligence patterns of secondary school students on socio-scientific issues through blogs]. Yüksek lisans tezi. Mersin Üniversitesi, Mersin.
  • Karışan, D., Yılmaz Tüzün, Ö., & Zeidler, D. L. (2017). Quality of preservice teachers argumentation in socioscientific issues context. Journal of Human Sciences, 14(4), 3504. http://doi.org/10.14687/jhs.v14i4.4949
  • Kaya, M. (2019). Sosyobilimsel konulara dayalı fen eğitiminin ortaokul 7. Sınıf öğrencilerinin bilimsel okuryazarlık ve çevre okuryazarlık düzeylerine etkisi [The effect of socio-scientific issue based science education on 7 th grade students’ scientific literacy and environmental literacy levels]. Yüksek lisans tezi. Mersin Üniversitesi, Mersin.
  • Khishfe, R. (2013). Transfer of nature of science understandings into similar contexts: Promises and possibilities of an explicit reflective approach. International Journal of Science Education, 35(17), 2928–2953. http://doi.org/10.1080/09500693.2012.672774
  • Khishfe, R., Alshaya, F. S., BouJaoude, S., Mansour, N., & Alrudiyan, K. I. (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299–334. http://doi.org/10.1080/09500693.2017.1280741
  • Klosterman, M. L., Sadler, T. D., & Brown, J. (2012). Science teachers’ use of mass media to address socio-scientific and sustainability issues. Research in Science Education, 42(1), 51–74. http://doi.org/10.1007/s11165-011-9256-z
  • Knight, A. M., & Mcneill, K. L. (2015). Comparing students’ individual written and collaborative oral socioscientific arguments. International Journal of Environmental & Science Education, 10(5), 623–647. http://doi.org/10.12973/ijese.2015.258a Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
  • Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23, 285–302. http://doi.org/10.1007/s11191-012-9503-3
  • Lenz, L., & Willcox, M. K. (2012). Issue-oriented science: Using socioscientific issues to engage biology students. The American Biology Teacher, 74(8), 551–556. http://doi.org/10.1525/abt.2012.74.8.4
  • Levinson, R. (2006). Teachers’ perceptions of the role of evidence in teaching controversial socio-scientific issues. Curriculum Journal, 17(3), 247–262. http://doi.org/10.1080/09585170600909712
  • McDonald, C. V., & McRobbie, C. J. (2012). Utilising argumentation to teach nature of science. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 1–1564). Springer, Dordrecht. http://doi.org/10.1007/978-1-4020-9041-7
  • Means, M. L., & Voss, J. F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14(2), 139–178. http://doi.org/10.1207/s1532690xci1402_1
  • Ministry of National Education. (2018). Fen bilimleri dersi öğretim programı [Science course curriculum] (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Talim ve Terbiye Kurulu Başkanlığı. Ankara.
  • Mueller, M. P., & Zeidler, D. L. (2010). Cultural studies of science education. In Cultural Studies and Environmentalism The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems (Vol. 3). Springer Netherlands. Retrieved from www.springer.com/series/8286
  • Özcan, E. (2019). Sosyo-bilimsel argümantasyon yönteminin öğrencilerin bilgileri günlük hayatla ilişkilendirme düzeylerine, girişimciliklerine ve sürdürülebilir fen bilimlerine yönelik tutumlarına etkisi [The effects of socio-scientific argumentation method on students' levels of relating knowledge with daily life, enterpreneurship and attitudes towards sustainable science]. Doktora tezi. Dokuz Eylül Üniversitesi, İzmir.
  • Öztürk, N., & Yenilmez Türkoğlu, A. (2018). Öğretmen adaylarının akran liderli tartışmalar sonrası çeşitli sosyo-bilimsel konulara ilişkin bilgi ve görüşleri [Pre-service science teachers’ knowledge and views about several socio-scientific issues after peer-led discussions]. İlköğretim Online, 17(4), 2030–2048. http://doi.org/10.17051/ilkonline.2019.506944
  • Öztürk, N., Eş, H., & Turgut, H. (2017). How gifted students reach decisions in socio-scientific ıssues? Warrants, ınformation sources and role of media. International Online Journal of Educational Sciences, 9(4), 1111–1124. http://doi.org/10.15345/iojes.2017.04.015
  • Pedretti, E. (2003). Teaching science, technology, society and environment (Stse) Education. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific ıssues and discourse in science education (pp. 219–239). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Perkins, D. N. (1985). Postprimary education has little impact on informal reasoning. Journal of Educational Psychology, 77(5), 562–571. http://doi.org/10.1037//0022-0663.77.5.562
  • Perkins, D. N., Farady, M., & Bushey, B. (1991). Informal Reasoning and Education. In J. F. Voss, D. N. Perkins, & J. W. Segal, (Eds.) Everyday Reasoning and the Roots of Intelligence. New Jersey: Lawrence Erlbaum Associates, Inc. http://doi.org/10.4324/9780203052228-13
  • Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. Maidenhead: Open University Press.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. http://doi.org/10.1002/tea.20009
  • Sadler, T. D. (2009a). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42. http://doi.org/10.1080/03057260802681839
  • Sadler, T. D. (2009b). Socioscientific issues in science education: Labels, reasoning, and transfer. Cultural Studies of Science Education, 4(3), 697–703. http://doi.org/10.1007/s11422-008-9133-x
  • Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88(1), 4–27. http://doi.org/10.1002/sce.10101
  • Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112–138. http://doi.org/10.1002/tea.20042
  • Sadler, T. D., Chambers, F. W., & Zeidler, D. L. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387–409. http://doi.org/10.1080/0950069032000119456
  • Saylan, A. (2014). Relationships among pre-service science teachers’ epistemological beliefs, knowledge level and trustworthiness on information sources: Climate change, nuclear energy, and organ donation and transplantation. Master Thesis. Middle East Technical University, Ankara.
  • Sengul, O. (2019). Linking scientific literacy, scientific argumentation, and democratic citizenship. Universal Journal of Educational Research, 7(4), 1090–1098. http://doi.org/10.13189/ujer.2019.070421
  • Settelmaier, E. (2003). Dilemmas with dilemmas ... Exploring the suitability of dilemma stories as a way of. In Annual Meeting of the National Association for Research in Science Teaching. March 23-26, Philadelphia.
  • Sevgi, Y. (2016). Gazete haberlerindeki sosyobilimsel konuların argümantasyon yöntemiyle tartışılmasının ortaokul 7. Sınıf öğrencilerinin eleştirel düşünme, karar verme ve argümantasyon becerilerine etkisi [The effect of discussion on the socio-scientific subject in the newspaper based on argumentation 7. grades students' critical thinking, decision making and argumentation skills]. Yüksek lisans tezi. Marmara Üniversitesi, İstanbul.
  • Shea, N. A., Duncan, R. G., & Stephenson, C. (2015). A tri-part model for genetics literacy: Exploring undergraduate student reasoning about authentic genetics dilemmas. Research in Science Education, 45, 485–507. http://doi.org/10.1007/s11165- 014-9433-y
  • Tekin, N. (2018). Fen bilgisi öğretmen adaylarına yönelik sosyobilimsel konular temelli geliştirilen bir modülün konu alan bilgisi ve argümantasyon kalitesi bakımından değerlendirilmesi [The evaluation of socioscientific issues-based developed module for pre-service science teachers in terms of content knowledge and argumentation quality]. Doktora tezi. Aksaray Üniversitesi, Aksaray.
  • Tezel, Ö., & Günister, B. (2018). Sosyobilimsel konu temelli fen öğretimi üzerine Türkiye’ de yapılan çalışmalardan bir derleme [A review on the socioscientific subject-based science teaching studies carried out in Turkey]. Eskişehir Osmangazi Üniversitesi
  • Türk Dünyası Uygulama ve Araştırma Merkezi (ESTÜDAM) Eğitim Dergisi, 3(1), 42–60.
  • Tomas, L., & Ritchie, S. M. (2015). The challenge of evaluating students’ scientific literacy in a writing-to-learn context. Research in Science Education, 45, 41–58. http://doi.org/10.1007/s11165-014-9412-3
  • Topçu, M. S. (2008). Preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. Doctoral dissertation. Mıddle East Technıcal Unıversıty, Ankara.
  • Topçu, M. S., Muğaloğlu, E. Z., & Güven, D. (2014). Fen eğitiminde sosyobilimsel konular: Türkiye örneği [Socioscientific issues in science education: The case of Turkey]. Educational Sciences: Theory & Practice, 14(6), 1–22. http://doi.org/10.12738/estp.2014.6.2226
  • Topçu, M. S., Yılmaz-Tüzün, Ö., & Sadler, T. D. (2011). Turkish preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. Journal of Science Teacher Education, 22(4), 313– 332. http://doi.org/10.1007/s10972-010-9221-0
  • Toulmin, S. E. (2003). The uses of argument. New York: Cambridge University Press.
  • Tsai, C.-Y. (2018). The effect of online argumentation of socio-scientific issues on students’ scientific competencies and sustainability attitudes. Computers and Education, 116, 14–27. http://doi.org/10.1016/j.compedu.2017.08.009
  • Türe, Z. G. (2018). Örnek olay destekli̇ i̇stasyon tekni̇ği̇ni̇n sosyobi̇li̇msel konularin öğreti̇mi̇ üzeri̇ne etki̇si̇ [Teaching of socioscientific issues wıth case-based supported station technique]. Yüksek lisans tezi. Erzincan Binali Yıldırım Üniversitesi, Erzincan.
  • Urhan, G. (2016). Argümantasyon tabanlı öğrenme ortamlarında öğrencilerin argüman kalitelerinin ve informal akıl yürütme becerilerinin incelenmesi [An examination of students' quality of arguments and informal reasoning skills in argumentation based learning environments]. Doktora tezi. Gazi Üniversitesi, Ankara.
  • Wu, Y. T., & Tsai, C. C. (2007). High school students’ informal reasoning on a socio-scientific issue: Qualitative and quantitative analyses. International Journal of Science Education, 29(9), 1163–1187. http://doi.org/10.1080/09500690601083375
  • Yahaya, J. M., Nurulazam, A., & Karpudewan, M. (2016). College students ’ attitudes towards sexually themed science content : a socioscientific issues approach to resolution. International Journal of Science Education, 38(7), 1174–1196. http://doi.org/10.1080/09500693.2016.1174349
  • Zeidler, D. L. (2003). The role of moral reasoning on socioscientific issues and discourse in science education. (D. L. Zeidler, Ed.). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49–58. http://doi.org/10.1001/jama.1915.02580140037017
  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377. http://doi.org/10.1002/sce.20048
  • Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. http://doi.org/10.1002/tea.10008
APA ŞENEL ZOR T, Selvi M, ASLAN O (2023). A Socioscientific Scenario Development Process: An Example for Space Research. , 558 - 570. 10.16986/HUJE.2023.505
Chicago ŞENEL ZOR TUBA,Selvi Mahmut,ASLAN Oktay A Socioscientific Scenario Development Process: An Example for Space Research. (2023): 558 - 570. 10.16986/HUJE.2023.505
MLA ŞENEL ZOR TUBA,Selvi Mahmut,ASLAN Oktay A Socioscientific Scenario Development Process: An Example for Space Research. , 2023, ss.558 - 570. 10.16986/HUJE.2023.505
AMA ŞENEL ZOR T,Selvi M,ASLAN O A Socioscientific Scenario Development Process: An Example for Space Research. . 2023; 558 - 570. 10.16986/HUJE.2023.505
Vancouver ŞENEL ZOR T,Selvi M,ASLAN O A Socioscientific Scenario Development Process: An Example for Space Research. . 2023; 558 - 570. 10.16986/HUJE.2023.505
IEEE ŞENEL ZOR T,Selvi M,ASLAN O "A Socioscientific Scenario Development Process: An Example for Space Research." , ss.558 - 570, 2023. 10.16986/HUJE.2023.505
ISNAD ŞENEL ZOR, TUBA vd. "A Socioscientific Scenario Development Process: An Example for Space Research". (2023), 558-570. https://doi.org/10.16986/HUJE.2023.505
APA ŞENEL ZOR T, Selvi M, ASLAN O (2023). A Socioscientific Scenario Development Process: An Example for Space Research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38(4), 558 - 570. 10.16986/HUJE.2023.505
Chicago ŞENEL ZOR TUBA,Selvi Mahmut,ASLAN Oktay A Socioscientific Scenario Development Process: An Example for Space Research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 38, no.4 (2023): 558 - 570. 10.16986/HUJE.2023.505
MLA ŞENEL ZOR TUBA,Selvi Mahmut,ASLAN Oktay A Socioscientific Scenario Development Process: An Example for Space Research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, vol.38, no.4, 2023, ss.558 - 570. 10.16986/HUJE.2023.505
AMA ŞENEL ZOR T,Selvi M,ASLAN O A Socioscientific Scenario Development Process: An Example for Space Research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2023; 38(4): 558 - 570. 10.16986/HUJE.2023.505
Vancouver ŞENEL ZOR T,Selvi M,ASLAN O A Socioscientific Scenario Development Process: An Example for Space Research. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2023; 38(4): 558 - 570. 10.16986/HUJE.2023.505
IEEE ŞENEL ZOR T,Selvi M,ASLAN O "A Socioscientific Scenario Development Process: An Example for Space Research." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, ss.558 - 570, 2023. 10.16986/HUJE.2023.505
ISNAD ŞENEL ZOR, TUBA vd. "A Socioscientific Scenario Development Process: An Example for Space Research". Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 38/4 (2023), 558-570. https://doi.org/10.16986/HUJE.2023.505