International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(5) 1-16

Impact of a SSI Program on Prospective Teachers’ Character and Values for Global Citizens

Nurcan Uzel

pp. 1 - 16   |  DOI: https://doi.org/10.29329/ijpe.2020.277.1   |  Manu. Number: MANU-2006-11-0001

Published online: October 09, 2020  |   Number of Views: 231  |  Number of Download: 810


Abstract

Raising global citizens has been included in education systems, especially in the 21st century objectives. In their education systems, countries have turned towards more global level objectives rather than local level objectives that only meet their own needs. The importance of the character and values expected from the global citizens to be raised has also increased. For this reason, in this study, it is aimed to investigate the change in the character and values of prospective biology teachers as global citizens who are trained with a Socioscientific Issues (SSI) program. The study used a one group pretest-posttest design. The study group of the research consists of 19 prospective biology teachers studying in the first year of a state university in Ankara. A SSI program was used to ensure the development of some desired character and values in the prospective teachers. Character and Values as Global Citizens Assessment (CVGCA) questionnaire was applied before and after SSI program. It has been determined that there is a significant difference between the scores of prospective biology teachers obtained from the CVGVA scale and its sub-dimensions before and after the SSI program. The findings of the study showed that SSI program improved prospective biological teachers' ecological worldview, socioscientific accountability, and social and moral compassion character and values. In addition, it was understood that the characteristics of prospective teachers such as empathy, taking action, producing solutions, and noticing different perspectives became evident.

Keywords: Socioscientific Issues (SSI), Global Citizenship, Character and Value Education, Teacher Education, Environmental Issues


How to Cite this Article?

APA 6th edition
Uzel, N. (2020). Impact of a SSI Program on Prospective Teachers’ Character and Values for Global Citizens . International Journal of Progressive Education, 16(5), 1-16. doi: 10.29329/ijpe.2020.277.1

Harvard
Uzel, N. (2020). Impact of a SSI Program on Prospective Teachers’ Character and Values for Global Citizens . International Journal of Progressive Education, 16(5), pp. 1-16.

Chicago 16th edition
Uzel, Nurcan (2020). "Impact of a SSI Program on Prospective Teachers’ Character and Values for Global Citizens ". International Journal of Progressive Education 16 (5):1-16. doi:10.29329/ijpe.2020.277.1.

References
  1. Appiah, K.A. (2008). Education for global citizenship. Yearbook of the National Society for the Study of Education, 107(1), 83-99. https://doi.org/10.1111/j.1744-7984.2008.00133.x [Google Scholar] [Crossref] 
  2. Atabey, N., & Topçu, M.S. (2017). The effects of socioscientific issues based instruction on middle school students' argumentation quality. Journal of Education and Practice, 8(36), 61-71. [Google Scholar]
  3. Berenguer, J. (2010). The effect of empathy in environmental moral reasoning. Environment and Behavior, 42(1), 110-134. https://doi.org/10.1177/0013916508325892 [Google Scholar] [Crossref] 
  4. Chen, Y., & So, W.W.M. (2017). An investigation of mainland china high school biology teachers’ attitudes toward and ethical reasoning of three controversial bioethics issues. Asia-Pacific Science Education, 3(1), 1-16.  [Google Scholar]
  5. Choi, K., Lee, H., Shin, N., Kim, S., & Krajcik, J. (2011). Re-conceptualization of scientific literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, 48(6), 670-697.  [Google Scholar]
  6. Creswell, J.W. (2013). Nitel araştırma yöntemleri (M. Bütün and S.B. Demir, Trans.Eds.). Ankara: Siyasal Kitabevi. [Google Scholar]
  7. Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2013). Teachers’ experience of working with socio-scientific issues: A large scale and in depth study. Research in Science Education, 43(2), 599-617. [Google Scholar]
  8. Evagorou, M., Güven, D., & Muğaloğlu, E. (2014). Preparing elementary and secondary teachers for everyday science. Science Education International, 25(1), 68-78. https://files.eric.ed.gov/fulltext/EJ1022981.pdf [Google Scholar]
  9. Fowler, S.R., Zeidler, D.L., & Sadler, T.D. (2009). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Education, 31(2), 279-296. [Google Scholar]
  10. Gao, L., Mun, K., & Kim, S.W. (2019). Using Socioscientific issues to enhance students’ emotional competence. Research in Science Education. https://doi.org/10.1007/s11165-019-09873-1 [Google Scholar] [Crossref] 
  11. Genel, A., & Topçu, M.S. (2016). Turkish preservice science teachers’ socioscientific issues-based teaching practices in middle school science classrooms. Research in Science & Technological Education, 34(1), 105-123.  [Google Scholar]
  12. Goren, H., & Yemini M. (2017). Global citizenship education redefined - A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-183.  [Google Scholar]
  13. Hadjichambis, A.C., Georgiou, Y., Hadjichambi, D.P., Kyza, E.A., Agesilaou, A., & Mappouras, D. (2019). Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education, 53(5), 548-560.  [Google Scholar]
  14. Han Tosunoğlu, Ç., & İrez, S. (2019). Sosyobilimsel konuların öğretimi için pedagojik bir model. Journal of Higher Education and Science, 9(3), 384-401. https://doi.org/10.5961/jhes.2019.340 [Google Scholar] [Crossref] 
  15. Herman, B.C., Zeidler, D.L., & Newton, M. (2018). Students’ emotive reasoning through place-based environmental socioscientific issues. Research in Science Education. https://doi.org/10.1007/s11165-018-9764-1 [Google Scholar] [Crossref] 
  16. Jang, J., Mun, J., Ryu, H., Choi, K., Krajcik, J., & Kim, S. (2012). Korean middle school students' perceptions as global citizens of socioscientific issues. Journal of the Korean Association for Science Education, 32(7), 1124-1138.  https://doi.org/10.14697/jkase.2012.32.7.1124 [Google Scholar] [Crossref] 
  17. Kara, Y. (2012). Pre-service biology teachers’ perceptions on the instruction of socioscientific issues in the curriculum. European Journal of Teacher Education, 35(1), 111-129. https://doi.org/10.1080/02619768.2011.633999 [Google Scholar] [Crossref] 
  18. Karakaya, F., Uzel, N., Gül, A., & Yılmaz, M. (2019). Öğretmen adaylarının öğretmenliğe hazır olma düzeyleri. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 373-396. https://doi.org/10.17152/gefad.447385 [Google Scholar] [Crossref] 
  19. Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel. [Google Scholar]
  20. Karışan, D., & Yılmaz-Tüzün, Ö. (2017). Adaptation of character and values as global citizens assessment questionnaire into Turkish: Validity and reliability study. Pamukkale University Journal of Education, 42, 74-85. Doi: 10.9779/PUJE823 [Google Scholar]
  21. Kim, G., Ko, Y., & Lee, H. (2020). The effects of community-based socioscientific issues program (SSI-COMM) on promoting students’ sense of place and character as citizens. International Journal of Science and Mathematics Education, 18, 399-418. https://doi.org/10.1007/s10763-019-09976-1 [Google Scholar] [Crossref] 
  22. Kim, G., & Lee, H. (2019). A case study of community-based socioscientific issue program: focusing on the abandoned animal issue. Journal of Biological Education. https://doi.org/10.1080/00219266.2019.1699150 [Google Scholar] [Crossref] 
  23. Ko, Y., & Lee, H. (2017). Comparison of the effects of socioscientific issues instruction on promoting college students’ character and values: Based on idiocentrism and allocentrism. Journal of the Korean Association for Science Education, 37(3), 395-405. http://dx.doi.org/10.14697/jkase.2017.37.3.395 [Google Scholar]
  24. Lee, H., Chang, H., Choi, K., Kim, S., & Zeidler, D.L. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education, 34(6), 925-953. https://doi.org/10.1080/09500693.2011.625505 [Google Scholar] [Crossref] 
  25. Lee, H., Yoo, J., Choi, K., Kim, S.W., Krajcik, J., Herman, B.C., & Zeidler, D.L. (2013). Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079-2113. https://doi.org/10.1080/09500693.2012.749546 [Google Scholar] [Crossref] 
  26. Muğaloğlu, E.Z., Doğança Küçük, Z., & Güven, D. (2016). Pre-service science teachers’ self-efficacy beliefs to teach socio-scientific issues. Journal of Uludag University Faculty of Education, 29(1), 95-110. [Google Scholar]
  27. Nida, S., Rahayu, S., & Eilks, I. (2020). A survey of Indonesian science teachers’ experience and perceptions toward socio-scientific issues-based science education. Education Science, 10(2), 1-15. [Google Scholar]
  28. Nurtamara, L., Sajidan, & Suranto (2019). The importance socio-scientific issues of in biology learning preparing students as a 21st century society. The International Seminar on Bioscience and Biological Education, Journal of Physics: Conference Series, 1157, 1-8. https://iopscience.iop.org/article/10.1088/1742-6596/1157/2/022070/pdf [Google Scholar]
  29. Öztürk, N. (2019). Character and values for global citizens: A study with preservice science teachers. Başkent University Journal of Education, 6(2), 345-352. [Google Scholar]
  30. Pituch, K.A., & Stevens, J.P. (2016). Applied multivariate statistics for the social sciences (Sixth Edition). New York: Routledge.  [Google Scholar]
  31. Sadler, T.D., Romine, W.L., & Topçu, M.S. (2016). Learning science content through socio-scientific issues-based instruction: a multi-level assessment study. International Journal of Science Education, 38(10), 1622-1635.  [Google Scholar]
  32. Sperling, E., & Bencze, J.L. (2010). “More than particle theory”: Citizenship through school science. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 255-266. [Google Scholar]
  33. Sternäng L., & Lundholm, C. (2011). Climate change and morality: Students’ perspectives on the individual and society. International Journal of Science Education, 33(8), 1131-1148. https://doi.org/10.1080/09500693.2010.503765 [Google Scholar] [Crossref] 
  34. Uzel, N. (2014). Biyoloji öğretmen adaylarının çevre sorunlarına yönelik ahlaki muhakemeleri [The moral reasoning of the biology pre-service teachers to environmental problems], (Unpublished Doctoral Thesis). Gazi University, Institute of Educational Sciences, Ankara. [Google Scholar]
  35. Wardell, A.P., & Zeidler, D.L. (2017, January). Impact of socioscientific issues on middle school students’ character and values for global citizens. Association for Science Teacher Education (ASTE) International Conference, Des Moines, IA. Abstract retrieved from https://theaste.org/publications/proceedings/2017-proceedings/ [Google Scholar]
  36. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. [Google Scholar]
  37. Zeidler, D.L., & Nichols, B.H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49-58. https://doi.org/10.1007/BF03173684 [Google Scholar] [Crossref]