Socioscientific Issues

Resumen Teniendo en cuenta la importancia de fortalecer los procesos de formación en la escuela y los desafíos a los que diariamente ésta se ve sometida, se hace necesario generar propuestas que contribuyan a que los estudiantes se interesen por el aprendizaje de las Ciencias en general y la Química en particular, que sean innovadoras y al mismo tiempo permitan potenciar capacidades de pensamiento crítico. Esta ponencia plantea una experiencia de aula a partir de un abordaje temático referente a las tormentas geomagnéticas desde el enfoque CTSA con lo que se espera poner en evidencia capacidades de pensamiento crítico existentes en los estudiantes e implementar algunos conceptos químicos. Palabras Clave. Enfoque CTSA, pensamiento crítico, tormentas geomagnéticas.
Abstract Bearing in mind the importance of strengthening the formation processes in the school and the challenges to which every day this one turns out to be submitted, it becomes necessary to generate proposals that it contribute that are interested in the students for learning of the Sciences in general and the Chemistry in particular, that they are innovative and at the same time they allow to promote capacities of critical thought. This paper raises a classroom experience from, a thematic collision regarding the geomagnetic thunderstorms from the approach CTSA with what one hopes to show existing capacities of critical thought up in the students and implement some chemical concepts.

The socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning; 2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking; and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends.

Argumentation and discourse have become central elements of science education. In this framework, biodiversity turns out to be a complex concept, with its conservation being recognised as a socio-scientific issue (SSI) that helps to develop students’ scientific and environmental literacy. To explore teacher’s and students’ argumentative discourse, we developed a SSI-based teaching and learning sequence about the use of Toulmin’s Argument Pattern (TAP) to make decisions on context-based biodiversity issues. This research, of a sociocultural nature, uses educational discourse analysis with qualitative (conversational analysis) and mixed methods (sociocultural discourse analysis). After having dialogued with our research registers, we report on students’ appropriation of scientific argumentative practices, incorporating TAP to everyday reasoning and school science. We have identified several obstacles in teaching and learning of TAP, mainly in relation to terminology (meanings and usage of “rebuttals” and “warrants”), students’ habituation to stereotyped strategies of school culture (showing apathy towards group discussions, evaluation of knowledge claims and the recognition of the need to look for rebuttals), and students’ reliance on their own epistemic abilities (as sufficient per se to evaluate facts and justify claims). Related to this, teacher’s most frequent dialogical support moves were ‘theoretical knowledge activation’, ‘activity regulation’ and ‘knowledge legitimation’. Implications arise on the articulation of ecological knowledge and epistemic thinking, and how to support and orchestrate their articulation in the context of SSI-based science teaching.

Özet
Değişen yaşam standartlarına bağlı olarak modern fen eğitiminden beklenen, duyarlı ve bilinçli öğrenciler yetiştirilmesidir. Geleceğin bilinçli öğrencilerini yetiştirebilmenin ön koşulu ise öğretmen eğitimidir. Bu nedenle, çalışma fen bilimleri öğretmen adaylarının sosyobilimsel durum temelli öğretim yaklaşımı uygulamalarına yönelik görüşleri ve çalışmalarına yansıtmalarının incelendiği nitel çoklu durum araştırmasıdır. Araştırma sonucunda sosyobilimsel durum temelli öğretim yaklaşımının uygulamalara dayandırılarak, öğrenci merkezli olarak yürütülmesinin öğretmen adaylarının sosyobilimsel durum temelli öğretim yaklaşımına yönelik yöntem, teknik ve sınıf içi uygulamalar konusunda daha deneyimli oldukları belirlenmiştir. Sosyobilimsel durum temelli öğretim yaklaşımı hakkında daha pasif bir öğretimden geçen öğretmen adayları görüşlerini belirtirken, aktif ve daha öğrenci merkezli öğretim yöntemlerini önermiş olmalarına rağmen mesleki çalışmalarına öğrendiklerini yansıtırken daha pasif, kâğıt kalem etkinliklerine yönelmişlerdir. Bu nedenle, sosyobilimsel durum temelli öğretim yaklaşımı gibi diğer fene yönelik özel öğretim yaklaşımlarının uygulamalara dayandırılarak ele alınması daha donanımlı öğretmenlerin yetişmesine katkı sağlayacaktır. Abstract Modern science education is expected to prepare sensitive and aware students depending on the ever-changing global standards. Precondition is Teacher Education if we raise conscious students of the future. Because of these reasons, the study was carried out with multiple cases design of qualitative research method for determining the views and reflections of preservice science teacher regarding their studies about the socioscientific issue based instruction (SSIBI). It was concluded as a result of the study that the practices of SSIBI are determined more effectively in comparison with routine teaching implementations in teacher education. It was found that preservice teachers were more experienced about teaching techniques, methods and activities about socioscientific issues (SSI) in the experiment group. Although the comparison group suggested an active and student centered teaching process about SSI, they reflected their learning about SSIBI using more inactive methods with paper and pencil activities as part of their unit * Bu çalışma sorumlu yazarın Doktora tezindenden türetilmiştir. 3.Uluslararası Avrasya Eğitim Araştırmaları Kongresi (EJER 2016) özet bildiri olarak sunulmuştur.

Bu çalışma, fen bilimleri eğitimi lisansüstü öğrencilerinin sosyobilimsel konuları algılama biçimlerinin incelenmesi amacı ile gerçekleştirilmiştir. Nitel araştırma yaklaşımlarından durum çalışmasına göre gerçekleştirilen araştırmada çalışma grubunu Mersin Üniversitesi fen bilimleri eğitimi bilim dalında öğrenim gören on yüksek lisans öğrencisi oluşturmaktadır. Katılımcılardan beş kişi lisans programında yeni mezun olup sadece yüksek lisans eğitimi alırken diğer beş kişi aynı zamanda öğretmenlik yapmaktadır. Çalışmada yarı yapılandırılmış mülakatlar veri toplama aracı olarak kullanılmıştır. Yüksek lisans öğrencilerine alt soruları da barındıran yedi adet soru sorulmuştur. Yarı yapılandırılmış mülakatlardan elde edilen veriler içerik analizine tabi tutulmuştur. Çalışmanın bulgularında, katılımcıların sosyobilimsel konuları tanımlamada ve örnekler vermede yeterli cevaplar verdiği görülmüştür. Ayrıca katılımcıların çoğu yetişkin birey olarak sosyobilimsel konulara karşı ilgili olduğu, ifade etmiştir. Ancak katılımcılar öğretmen kimliğinde iken sosyobilimsel konuları öğretmede
ve değerlendirmede kendilerini kısmen yeterli gördükleri sonucuna ulaşılmıştır. Ayrıca sosyobilimsel konuların öğretimi ileöğrencilere çözüm üretebilme, farklı bakış açısı ve duyarlılık kazandırma gibi yararlar getireceği katılımcılar tarafından vurgulanmıştır. Araştırma sonucunda sosyobilimsel konuların öğretiminde sınıf hâkimiyetindeki sıkıntılar, uzlaşamama gibi noktalardan dolayı sosyobilimsel konuların öğretiminde zorluklarının olabileceği sonucuna ulaşılmıştır.

Bu çalışma sosyo-bilimsel konuların (SBK) STEM eğitimi için önemli bir bağlam olabileceğinden yola çıkılarak planlanmıştır. Bu bağlamda çalışmada bir sosyo-bilimsel konunun (nükleer enerji santrali) çok boyutlu yapısını yansıtan STEM etkinliğinin nasıl geliştirilebileceği ile ilgili öneride bulunulmaktadır. Araştırmanın amacı SBK’ye STEM disiplinleri bağlamında bütüncül bakış açısı ile yapılan informal muhakeme ile fen bilimleri öğretmenlerinin nükleer enerji santrallerine yönelik kararlarını ve informal muhakeme örüntülerini incelemektir. Araştırmada nitel araştırma desenlerinden durum çalışması deseni benimsenmiştir. Araştırmanın çalışma grubunu Karadeniz Bölgesinde bir ilde görev yapan 31 fen bilimleri öğretmeni oluşturmaktadır. Araştırmanın veri kaynağını öğretmenlerin nükleer enerji santralleri konusundaki görüşlerini yansıtan metinler oluşturmaktadır. Yansıtıcı metinler araştırmacılar tarafından geliştirilen “Nükleer Santral Kurulmalı mı?” adlı etkinlik uygulanmadan önce ve sonra öğretmenler tarafından hazırlanmıştır. Ayrıca söz konusu etkinlik kâğıdında öğretmenlerin görüşlerini yansıttıkları kısımlar destekleyici veri kaynağı olarak ele alınmıştır. Araştırmanın verileri betimsel analiz esas alınarak çözümlenmiştir. Daha geniş bir çalışmanın bir parçasını oluşturan bu çalışmada öğretmenlerin yansıtıcı metinleri nükleer santrallerin kurulması konusundaki kararları (olumlu, olumsuz, kararsız) ve bu kararları verirken esas aldıkları informal muhakeme deseni Sadler ve Zeidler (2005) tarafından açıklanan informal muhakeme örüntüleri (duygusal, sezgisel ya da rasyonel) esas alınarak geliştirilen rubrik ile analiz edilmiştir. Araştırmada elde edilen bulgularda etkinlik uygulamadan önce nükleer santral kurulmasına yönelik 10 öğretmenin, uygulamadan sonra ise 13 öğretmenin olumlu görüş bildirdiği tespit edilmiştir. Uygulama öncesi olumsuz görüşe sahip öğretmen sayısı 17, uygulama sonrası ise 16 olmuştur. 5 öğretmenin uygulama öncesi 2 öğretmenin ise uygulama sonrasında kararsız kaldığı tespit edilmiştir. Öğretmenlerin kararlarına yönelik açıklamalarından kararlarını verirken hangi informal muhakeme desenini benimsedikleri analiz edilmiştir. Etkinlik öncesinde öğretmenlerin sırasıyla sezgisel (f=18), rasyonel (f=13) ve duygusal (f=2), etkinlik sonrasında ise rasyonel (f=31), sezgisel (f=12) ve duygusal (f=2) informal muhakeme desenini yansıttıkları tespit edilmiştir. Öğretmenlerin etkinlik ile SBK’nin çok disiplinli yapısına yönelik daha fazla farkındalık geliştirdiği ve bu sebeple daha çok rasyonel muhakeme desenini yansıtabildikleri düşünülmektedir.

ÖZET
Fen eğitiminin en temel amacı sorumluluk sahibi vatandaşlar yetiştirmektir. Öğrencilerimizin hem şimdi hem de gelecekteki yaşantılarında, politikacılar, kitle iletişim araçları, sivil toplum örgütleri ve birçok inandırıcı grup tarafından ileri sürülen bilimsel temelli toplumsal durumlarla ilişkili eylem ve kararlara katılmaları beklenir. Ancak yapılan araştırmalarda okullardaki yapılan bilim etkinliklerinin öğrencileri toplumun bir ferdi olarak sorumluluk ve değer sahibi vatandaşlar olarak yetiştirilmeleri yönünde eksik kaldığı vurgulanmaktadır (Hofstein, Eilks & Bybee, 2010). Bu noktada “hangi tür içerik (bağlam) tüm öğrencilerin fen okuryazarı olmalarını sağlar? sorusu üzerinde düşünmeyi gerekli kılmıştır (Walker & Zeidler, 2007).
Bu çalışmada fen eğitimindeki sosyobilimsel durum içeren konular incelenerek, bu konuların ele alındığı bir öğretim sürecinin bireylerin fen eğitiminde kazandırılması gereken temel becerilere katkısı incelenmiştir.  Bu amaçla; sosyobilimsel durum nedir? Fen eğitiminde sosyobilimsel durumlar nelerdir? Eğitim alan yazınında sosyobilimsel durumların etkililiği üzerine yapılan araştırmalar ve bulguları nelerdir? Fen eğitimi açısından bireylere kazandırdığı beceriler nelerdir? sorularına cevap verilmeye çalışılmıştır. Bu derleme çalışmasında ulusal ve uluslararası düzeydeki araştırma bulguları analiz edilmiştir.
Araştırma sonucunda alan yazındaki araştırmacılarca ele alınan sosyobilimsel durumlar ve öğrenme sürecinde sosyobilimsel durum temelli öğretim yaklaşımında kullanılan yöntem ve teknikler paylaşılmıştır. Ayrıca ülkemizde fen bilimleri öğretim programında sosyobilimsel durumlar ve öğrenme sürecinde öğretmen, öğretmen adayı ve araştırmacılarca kullanılabilecek örnekler ve önerilere yer verilmiştir.

Anahtar Kelimeler: Sosyobilimsel Durum, Sosyobilimsel Durum Temelli Öğretim ve Fen Eğitimi

The aim of this paper is to examine the importance of contextualization of Nature of Science (NOS) within the Socioscientific Issues (SSI) framework, because of the importance to science education. The emphasis on advancing scientific literacy is contingent upon a robust understanding and appreciation of NOS, as well as the acquisition of socioscientific reasoning, skills, and values. Students‟ negotiations within SSI are influenced by a variety of factors related to NOS such as scientific knowledge, data interpretations and social interactions including an individuals‟ own articulation of personal beliefs. Since NOS and SSI have become fundamental constructs in science education, especially for achieving scientific literacy, it is conceptually important to highlight the rationale(s) behind the contextualization of NOS within the SSI framework. This paper reviews research that entails the integration of SSI with NOS, exploring the nuanced relationships between these two areas. We do this in three sections presenting key aspects of: (a) SSI in science education; (b) NOS in science education; and (c) contextualization of NOS in SSI.

In this study the effects of different learning environments on the promotion of decision-making competence for the socioscientific issue of genetically modified crops is investigated. The comparison focuses on direct vs. indirect instructions. Therefore on the one hand a sophisticated decision-making strategy was presented to the directly instructed experimental group (1) and had to be applied correctly. On the other hand indirectly instructed students had to invent an appropriate strategy by themselves (2) based on the given information and the structure of the problem context. Group discussions are analysed qualitatively in order (1) to outline how the given strategy was understood and its results were reflected on by the students and (2) to explore the characteristics of invented strategies and their degree of complexity. Results indicate that the direct instruction of complex decision-making strategies may lead to a lack of understanding of the decision process when the given strategy is applied and therefore may cause rejection of the final decision. Indirectly instructed students were able to invent sophisticated decision-making strategies containing compensatory trade-offs. It is concluded that when directly instructing complex decision-making strategies, essential parts of reflection have to be integrated in order to gain greater transparency. Accordingly, empirical evidence has been found to consider indirect instruction as a possible way to foster decision-making strategies for complex socioscientific issues even if compensatory procedures are considered to be necessary.

The socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning; 2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking; and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends.

Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real-life choices of students. In order to provide a more nuanced understanding of young people's decision-making, this study examines students' talk about sexual health decision-making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision-making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision-making-and at decision-making about other controversial science topics-as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. ß

Lisansüstü Eğitim-Öğretim ve Sınav Yönetmeliğinin Ġlköğretim Anabilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı Ġçin Öngördüğü Doktora Tezi olarak hazırlanmıĢtır. 2016 ii iii FEN BĠLĠMLERĠ ÖĞRETMEN EĞĠTĠMĠNDE SOSYOBĠLĠMSEL DURUM TEMELLĠ YAKLAġIM UYGULAMALARININ ETKĠLĠLĠĞĠNE YÖNELĠK BĠR KARMA YÖNTEM ÇALIġMASI AyĢegül Evren Yapıcıoğlu ÖZ AraĢtırmada, Fen Bilimleri öğretmen eğitiminde sosyobilimsel durum temelli yaklaĢımın, öğretmen adaylarının fen okuryazarlık seviyeleri (bilimsel içerik bilgisi, bilimin doğası algıları ve fen-teknoloji-toplum etkileĢimleri) ve argümantasyon (bilimsel tartıĢma) becerilerine etkisi ile sosyobilimsel durum temelli yaklaĢıma yönelik görüĢleri ve çalıĢmalarına yansımaları incelenmiĢtir. AraĢtırmada karma yöntemin, "Yakınsayan paralel deseni (NİTEL+NİCEL)" kullanılmıĢtır. AraĢtırmanın nicel aĢamasında; deneysel araĢtırmalarda kullanılan yarı deneysel desenlerden "Eşleştirilmiş ön test-son test kontrol gruplu desen", nitel aĢamasında ise; "Durum çalışması (case study)" eĢ zamanlı olarak kullanılmıĢtır. ÇalıĢma grubu, Ġlköğretim Bölümü Fen Bilgisi Öğretmenliği Anabilim Dalı 3. sınıfta öğrenim görmekte olan 40 deney ve 42 karĢılaĢtıma grubu olmak üzere toplam 82 öğretmen adayından oluĢmaktadır. Nicel veri toplama araçları olarak; YetiĢir (2007) tarafından uyarlaması yapılan Temel Fen ve Teknoloji Okuryazarlığı (TFTO) ölçeği ile araĢtırmacı tarafından geliĢtirilmiĢ olan, Argümantasyon Becerilerini Belirleme (ABB) Ölçeği kullanılmıĢtır. ABB ölçeği sonuçları, dereceli puanlama anahtarı aracılığıyla nicel veriye dönüĢtürülmüĢtür. AraĢtırmacılara yönelik dereceli puanlama anahtarının uyuĢum katsayısı Kendall Tau c=0,074 olarak hesaplanmıĢtır (p<0,05). AraĢtırmanın nitel veri toplama araçları ise, öğretmen adayı günlükleri, ünite planı çalıĢmaları, açık uçlu sorulara verilen cevaplar, odak grup görüĢmesi ve sınıf içi gözlemlerden oluĢmaktadır. Uygulama sürecinde; Deney grubunda Özel Öğretim Yöntemleri dersi Sosyobilimsel Durum Temelli Öğretim YaklaĢım uygulamalarına dayandırılarak, kontrol grubunda ise dersin rutin uygulamaları devam ettirilerek gerçekleĢtirilmiĢtir. Kontrol grubunda ki rutin uygulamalardan biri de Sosyobilimsel Durum Temelli Öğretim YaklaĢımın sunularak iĢlenmesidir. iv AraĢtırma sonucunda öğretmen adaylarının TFTO ölçeği son test puanları arasında deney grubu lehine anlamlı farklılık belirlenmiĢtir (p< 0,05). Bu anlamlı farklılık ölçeğin üç alt boyutu (bilimsel içerik bilgisi, bilimin doğası algısı ve fenteknoloji-toplum etkileĢimleri) bazında incelemek üzere; ön test puanları kod değiĢken (covariate) atanarak, MANCOVA testi yapılmıĢtır. TFTO ölçeğinin bilimin doğası alt boyutu puan ortalamalarında deney grubu lehine anlamlı bir farklılık gösterirken (F (1, 79)=6,26, p=0,014), bilimsel içerik bilgisi ve fenteknoloji-toplum etkileĢimleri puan ortalamaları arasında anlamlı bir farklılık belirlenmemiĢtir (p> 0,05). AraĢtırmanın nitel aĢamasında ise fen ve teknoloji okuryazarlığı ve alt boyutlarına iliĢkin bağımlı değiĢkenlere yönelik olarak öğretmen adayları; sosyobilimsel durum temelli yaklaĢım kavramsal örüntüleri temasında "fen okuryazarlığı, bilim-teknoloji-toplum-etkileşimi, değişebilirlik" alt temalarını ve kodlarını kullanarak betimlemelerde bulunmuĢlardır. AraĢtırmanın argümantasyon becerileri bağımlı değiĢkenine yönelik olarak; ABB ölçeği son test puan ortalamalarında deney grubu lehine anlamlı farklılık belirlenmiĢtir (p<0,05). Bu değiĢkene iliĢkin nitel aĢamasında ise hem deney hem kontrol grubu öğretmen adayları sosyobilimsel durum temelli öğrenme sürecini betimlerken argümantasyon öğelerinden bahsetmiĢlerdir. Ancak frekans değerleri (f d >f k ) ve öğrenme sürecine yönelik betimlemeleri incelendiğinde kontrol grubunun argümantasyon becerileri bağımlı değiĢkenine yönelik çok daha sınırlı ifadelerde bulunduğu belirlenmiĢtir. Fen Bilimleri öğretmen adaylarının sosyobilimsel durum temelli öğrenme yaklaĢımına yönelik görüĢleri "sosyobilimsel durum hakkındaki kavramsal algıları", "fen eğitimindeki konu yapıları", "sosyobilimsel durum temelli öğrenme süreci", "sosyobilimsel durum temelli yaklaşımda etkili yöntem ve teknikler", "sosyobilimsel durumların Fen Bilimleri Dersi Öğretim Programı'ndaki kazanımlar ile ilişkisi" ve "sosyobilimsel durum temelli yaklaşımın avantaj ve dezavantajları" olmak üzere altı temadan oluĢtuğu belirlenmiĢtir. Öğretmen adaylarının sosyobilimsel durum temelli yaklaĢıma yönelik çalıĢmalarına yansımalar incelendiğinde ise; "ikilem kartları, problem senaryoları, haber bültenleri, altı şapkalı düşünme tekniği, argümantasyon, ifadeler tablosu ve tartışma soruları" öğretim yöntem, teknik ve araçlarını kullanmıĢlardır. Deney grubu, kontrol grubuna göre sosyobilimsel durum temelli öğretim yöntem, teknik ve araçları çalıĢmalarında daha çok yansıtmıĢtır v (f d >f k ). Ayrıca deney grubundaki öğretmen adayları çalıĢmalarına altı farklı ünite ve 16 sosyobilimsel duruma yer verirken, kontrol grubundakiler üç ünite ve 10 sosyobilimsel duruma yer vererek öğrendiklerini yansıtmıĢlardır. Uygulama sürecinde sosyobilimsel durum temelli yaklaĢımın farklı yöntem ve teknikler eĢliğindeki etkinlikler ile ele alındığı deney grubu hem sosyobilimsel durum temelli yaklaĢım ve bu yaklaĢımda kullanılabilecek yöntem, teknik ve öğretim araçları hakkında deneyim sahibi olurken, hem de öğrenme sürecini bizzat daha deneyimli olarak yaĢadığı için çalıĢmalarında öğretim programı ile iliĢkisini daha kolay kurabilmiĢtir. Bu nedenle, çok daha fazla sosyobilimsel durumu çalıĢmalarına yansıtmıĢ oldukları belirlenmiĢtir. AraĢtırma sonucunda sosyobilimsel durum temelli yaklaĢımın Fen Bilimleri öğretmen eğitimine katkıları, sosyobilimsel durum temelli yaklaĢım çerçevesinde etkili öğretim yöntem-teknik ve araçları, sosyobilimsel durumları ilköğretim Fen Bilimleri Dersi Öğretim Programı"da ele alınma biçimi hususunda alternatif çözüm önerileri geliĢtirilmiĢtir.

The purpose of this study is to examine the effect of a socioscientific issues-based instruction on preservice
teachers’ attitudes toward socioscientific issues (SSIs). For this purpose, a semester-long SSI-based
instruction was designed and implemented. The participants of this study included 54 preservice science
teachers (PSTs) and 32 preservice social-science teachers (PSSTs). In order to measure participants'
attitudes towards SSI, Attitudes towards Socioscientific Issues Scale (ATSIS) (Topcu, 2010) was
administered before and after the instruction. ATSIS is a 6-point Likert-type scale which consists of 3
subscales: interest and usefulness of SSI (17 items); liking of SSI (7 items); and anxiety towards SSI (6
items). The result of mixed between-within subjects ANOVA revealed that the interaction effect was not
significant for three subscales. That is, SSI-based instruction yields similar change for PSTs and PSSTs on
interest and usefulness of SSI [Wilks Lambda = .99, F(1, 84) = .95, p = .334]; liking of SSI [Wilks Lambda =
1.00, F(1, 84) = .009, p = .926]; and anxiety towards SSI [Wilks Lambda = 1.00, F(1, 84) = .003, p = .96]. For
both groups, SSI-based instruction resulted in significant increase in interest and usefulness of SSI [Wilks
Lambda = .85, F(1, 84) = 14.32, p < .0005, partial eta squared = .15] and liking of SSI [Wilks Lambda =.72,
F(1, 84) = 32.37, p < .0005, partial eta squared = .28] but anxiety scores of both groups didn’t change
significantly after the instruction [Wilks Lambda = 1.00, F(1, 84) = .003, p = .958, partial eta squared <
.0005]. The result implies that, regardless of majors, SSI-based instruction have potential to improve PTs’
interest and liking of SSI which, in turn, would favor their attitudes toward SSI.

Cette recherche étudie la mise en exposition de la thématique du déclin des abeilles sauvages au sein du volet médiation du projet de recherche UrbanBees. Ce projet étudie l’hypothèse d’un accueil des abeilles sauvages dans l’espace urbain, comme zone refuge. Il a la particularité d’être adossé à une vaste opération de médiation qui associe des acteurs d’horizons variés (chercheurs, militants associatifs, médiateurs culturels) positionnés différemment sur la thématique concernée.
Le déclin des abeilles sauvages constitue à l’heure actuelle ce qu’il est convenu d’appeler une question scientifique socialement vive (QSSV). Elle repose sur quatre dimensions étroitement liées : l’existence même du déclin, ses conséquences, ses causes potentielles et les solutions pour y remédier. L’étude épistémologique développée en première partie permet de définir les contours de cette QSSV et les modalités de son expression. En référence à ce cadre, l’analyse développée en seconde partie propose de repérer quelles dimensions sont activées préférentiellement dans l’exposition et avec quel degré de vivacité.
Nous mobilisons ici des outils d’analyse issus des recherches en didactique des sciences sur le traitement des QSSV et du champ des sciences de l’information et de la communication. Ils nous permettent de caractériser, d’une part, la nature de la prise en charge de la QSSV ; et, d’autre part, les formes de médiation auxquelles ont recours les acteurs engagés dans la production de
l’exposition.
Les résultats obtenus montrent que la vivacité de la question du déclin des abeilles sauvages n’apparait que très ponctuellement dans l’exposition présentée aux publics et d’une façon relativement consensuelle, orientée par les finalités du projet. Les types de médiation privilégiés visent la diffusion (de connaissances sur des savoirs bien stabilisés), l’interpellation (sur le déclin et ses conséquences) et la participation (dans des actions en faveur des abeilles).
Si les termes de la controverse apparaissent discrets, l’étude de la conception de cette exposition révèle des positionnements différents de la part des acteurs. Des oppositions marquées s’expriment en particulier entre les deux acteurs scientifiques. Les différends sont cependant résolus par les médiateurs qui recentrent le propos sur les points d’accord (les solutions portées
par le projet) et le concept fédérateur de Nature en ville. Cela nous conduit à définir les spécificités du média exposition dans le traitement des QSSV par rapport à des dispositifs de médiation visant la participation des publics et à interroger les modes de production qui leurs sont associés.

This chapter demonstrates the impact of an animal cloning socioscientific issues instructional unit on a group of middle school students’ abilities to use their ecological worldview, social and moral compassion, and sense of socioscientific accountability to determine the permissibility of animal cloning. Seventy-seven 7th grade students at a public middle school in the Southeastern region of the United States participated in this investigation. Results from a non-parametric two-tailed Wilcoxon test indicated the students’ social and moral compassion (Z = -2.505, p = .012) and socioscientific accountability scores (Z = -2.381, p = .017). In contrast,
the results did not demonstrate a statistically significant difference between students’ pre and post ecological worldview (Z = -1.185, p = .236). Qualitative analyses of the data revealed several interesting trends and themes discussed in the chapter. The findings from this investigation support the use of SSI as key pedagogical strategies in promoting character and values for global citizens among middle school students.

This article sought to give an overview of different interpretations and characterizations of socioscientific issues (SSIs) by identifying single entities that could form components of SSI and give examples of where single entities were combined to involve SSI in enhancing scientific literacy. Through a narrative literature review, the article examined how SSI within science education could contribute to promoting citizenship through personally responsible, participatory, justice oriented, and politically concerned reflections to support the development of the desired citizenry. The significance of this article lies on the synthesis of literature on the contribution and barriers of SSI in promoting the desired citizenry.

Socio-scientific teaching and learning (SSI-TL) has been suggested as an effective approach for supporting meaningful learning in school contexts; however, limited tools exist to support the work of designing and implementing this approach. In this paper, we draw from a series of four design based research projects that have produced SSI curriculum materials, research findings, and design insights. The paper describes the creation and evolution of a model for SSI-TL. The model highlights a sequence of learning experiences that should be featured in SSI-TL and the kinds of learning objectives that should result. Student learning experiences should include encountering a focal SSI; engaging in science practices, disciplinary core ideas and crosscutting concepts as well as socio-scientific reasoning practices; and synthesizing key ideas and practices through a culminating exercise. The proposed learning objectives align with Next Generation Science Standards and also reflect the important social dimensions of SSI.

Socioscientific issues are subject structures which have dimensions of social and scientific issues such as building nuclear power plant in somewhere or genetic engineering applications. These issues haven’t absolutely judgments and conclusion of different environments of society. Also they are both risk and beneficial effects on people and environment. Because of its controversial nature, socioscientific issues can be remained on the agenda most of the time. If posterity becomes experienced and displayed position, they can be rigged with some of skills about socioscientific issues. The most important task fall to Science Teachers about this. Because of these, research purpose was to examine efficiency of socioscientific issue based instruction approach on Preservice Science Teachers’ Critical Thinking Dispositions. Research method was "Matching pretest-posttest control group design” which was used in a quasi-experimental design. The research groups were consisted of a total of 62, 3rd year preservice science teachers, 31 of which were in the experimental group and 31 were in the control group. Special Teaching Method Course carried out based on socioscientific issue based instruction approach in the experimental group. In control group was continued routine teaching implementations. As a result of the research, socioscientific issue based approach contributed positive impact on Preservice Science Teachers’ analyticallness dispositions in comparison with routine teaching implementations. In these results, research suggestions are recommended socioscientific issues and socioscientific issue based instruction approach which can be used effectively and deal with as a part of Higher Education Institutions of Science Teacher Training Program
Key Words: Socioscientific Issues, Socioscientific Issue Based Instruction, Critical Thinking Skills and Dispositions

Las controversias sociocientíficas surgen y nos rodean en los temas más actuales y emergentes de nuestra sociedad, como el uso de transgénicos, la homeopatía, el impacto de la telefonía en la salud humana, etc., pudiendo llegar a ser un importante y novedoso motor de alfabetización científica tanto dentro como fuera del aula. Por esta razón las últimas propuestas educativas consisten en incorporar a las clases de ciencias problemas sociocientíficos y hacer que estos sean el eje de la actividad educativa (Sadler y Zeidler, 2009).

The discipline of Science has generally been viewed as absolute and value-free. 20th century has seen sciences endowed with materialist and technological bent of researches. Technology as a fruit of it seems to have abstracted itself completely from the society at large. This has been a direct result of the positivist character of science that completely neglects the naturalistic order. Scientists and technologists have never been concerned with the ethical or moral questions that arise in the society. But it has now been agreed rather proved that science and technology without ethics cannot be liberating in a true sense and since then there has been a constant urge to include this component in science education. One suggested way of integrating the ethical component curriculum with a sound grounding in ethics. The present paper attempts to animal experimentation, along with the socio-ethical debates centered on well as to show the need for pedagogical improvement and innovation with regard to dealing with these issues in the classroom.

Scholars in science education have reported an increase in scientific literacy due to socioscientific issues (SSI)-based instruction. While several SSI are related to agriculture, such as climate change, whether to eat organic food, land use issues, and the use of genetically modified organisms (GMOs), literature that connects agricultural education to the theoretical framework is scant. This collective case study investigates how National Future Farmers of America (FFA) Organization teachers utilize school gardens to teach science, including whether and how SSI are utilized as an educational framework. Qualitative data was collected by conducting semi-structured interviews with two Ohio school-based agricultural educators, and data was analyzed using the constant comparative method. Findings indicated both teachers utilized applied science teaching methods and expressed frustrations regarding the difficulty of meeting mandated science learning standards. While the teachers often integrated controversial topics in classroom discussions, fidelity to the SSI framework did not appear to be utilized.

The social roles and responsibilities expected from citizens are increasing due to changing global living conditions. Science education is expected to prepare conscious and sensitive students because today’s students are the adults of the future. To do so, the main pre-requisite is quality teacher education. In the past decade, one of the most important research fields of science education has become socioscientific issues. The purpose of this research is to explore advantages and disadvantages of socioscientific issue based instruction in science classrooms according to prospective science teachers’ views. A qualitative single case study design has been utilized. Prospective science teachers’ diaries and focus group interviews were used as data collection tools. Dolphinariums, Kyoto Protocol, genetically modified organisms, recyclable black bags’ benefits and damages, genetic tests, alternative energy sources and organ donation are examples of socioscientific issues, which are taught through activities in special teaching course. Findings of the study show that the advantages of socioscientific issue based instruction in science classroom are comprised of six sub themes that are upskilling, social awareness, development of thinking, meaningful learning, character and professional development, contribution to scientific literacy whereas disadvantages of this instruction process are challenges to teachers and students, limitations of teaching and learning process in prospective science teachers’ perspectives.
Keywords: Science Education, Socioscientific Issues, Prospective Science Teachers

In this study, we aimed to improve preservice teachers’ attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purpose, a semester-long socioscientific issues course was designed and implemented. Data were collected from a science education group (preservice science teachers) and a non-science education group (preservice social-science teachers). In order to evaluate participants’ attitudes towards socioscientific issues, Attitudes towards Socioscientific Issues Scale was utilized before and after the course. This scale evaluates attitudes under three themes: liking of socioscientific issues, interest and usefulness of socioscientific issues, and anxiety towards socioscientific issues.  The result revealed that socioscientific issues course provided similar gains for both preservice science teachers and preservice social-science teachers on interest and usefulness of socioscientific issues, liking of socioscientific issues, and anxiety towards socioscientific issues. That is both groups derived a similar benefit from the socioscientific issues course. Specifically, socioscientific issues course contributed to preservice teachers’ interest and usefulness of socioscientific issues, and liking of socioscientific issues positively. On the other hand, their anxiety scores did not change significantly after the course.  These findings imply that, regardless of majors, socioscientific issues course has potential to favor preservice teachers’ attitudes toward socioscientific issues.

The main aim of this thesis is to study the views of High School Science Teachers in Al Ain about the inclusion of Socio-Scientific Issues (SSIs) in the curriculum. The problem statement relies on addressing the gap in the literature when addressing the inclusion of SSIs especially in the UAE context. To address this gap, a survey was conducted amongst High School Science Teachers for a better understanding of their views. The study showed that Science Teachers (from the sample) agreed with the inclusion of SSIs into the curriculum. They also identified resources, teaching strategies and knowledge as the top three factors that facilitate the inclusion of SSIs into the curriculum. As for factors that impede inclusion, the science teachers identified teaching strategies for real classroom situations, maturity of students and the influence of SSIs on participation levels as the top three factors. It was also found that there was statistically significance differences between the views of the teachers based on their prior knowledge as measured by courses related to SSIs studied with regards to inclusion of SSIs into the curriculum and based on teachers who have undergone PD courses about SSIs against those who did not. There was a significance difference also between the views of the teachers that studied SSI courses or teachers that did not study SSI courses with regards to factors that facilitate inclusion of SSIs into the curriculum 6 and the teachers who have undergone PD courses about SSIs and teachers who have not, (in favor of the former). There were also statistically significant differences between the views of teachers with regards to inclusion, factors that facilitate and impede the inclusion of SSIs into the curriculum based on their specializations (subject taught).

This article shows how to make contributions to scientific and sociopolitical education. From a theoretical perspective focused on the study of argumentation about socio-scientific issues, in relation to the current challenges of science education, we propose a pedagogical approach that emphasizes the role of popular science in argumentations by the students, who debate the practice of mining.
El presente texto pretende mostrar cómo es posible contribuir a una formación científica y sociopolítica. Desde una perspectiva teórica centrada en el estudio de la argumentación sobre los asuntos socio-científicos (ASC), puesta en relación con los retos que hoy afronta la educación en ciencias, presentamos una propuesta pedagógica en que se destaca el papel de la divulgación científica en la argumentación de estudiantes que debaten en torno a la explotación minera.

The SHOM is not only a useful way to characterize how scientists think (Gauld, 1982) but also improves the scientific attitude. Gauld (1982, p.110) explains the importance of the SHOM with the following quotation: "No idea, conclusion, decision or solution is accepted just because a particular person makes a claim but is treated skeptically and critically until its soundness can be judged according to the weight of evidence, which is relevant to it." As a matter of fact, some leaders' speeches on the COVID-19 pandemic also indicate why the SHOM is necessary for all. For example, ex-President Donald Trump, who routinely referred to the COVID-19 as "the China virus," "the Wuhan virus" and "Kung Flu," claimed that it had come from a Wuhan lab. But anybody with the SHOM wonders whether there is enough evidence that the China has misled the global community over the COVID-19. Similarly, President Jair Bolsonaro and President Aleksandr Lukashenko omitted the COVID-19 pandemic and rejected strict measures against it. In a similar vein, Prime Minister Boris Johnson showed the fastest government U-turn after infected with the COVID-19. These specific cases reveal that the SHOM helps us ask critical questions before making a decision. Therefore, in this paper, I will illustrate seven components (mistrust of arguments from authority, open-mindedness, skepticism, rationality, objectivity, suspension of belief and curiosity) of the SHOM using the information on the COVID-19 pandemic and key features.

El artículo presenta los resultados de una investigación educativa desarrollada con docentes en ejercicio de la ciudad de Bogotá. El estudio se fundamenta en la teoría del conectivismo y se concreta en el desarrollo de un “MOOC” sobre cuestiones socio científicas como estrategia didáctica. Se relacionan aquí las características pedagógicas, didácticas y los medios digitales que articularon las redes sociales y los recursos audiovisuales alojados en la plataforma G+ de Google, los cuales, de manera sincrónica y asincrónica, evidencian el potencial de la interfaz universidad-escuela.

Öz. Bu araştırmanın amacı, akran liderli tartışmalar sonrası öğretmen adaylarının çeşitli sosyo-bilimsel konulara ilişkin gelişimlerini incelemektir. Araştırmanın çalışma grubunu 21 son sınıf fen bilgisi öğretmen adayı oluşturmuştur. Öğretmen adaylarının ilgili sosyo-bilimsel konulara yönelik bilgi ve görüşlerini belirlemek amacıyla oluşturulan soru formları ile uygulamalar boyunca alınan kamera kayıtları ve alan notları veri toplama araçlarını oluşturmuştur. Veriler betimsel analiz ve içerik analizi yöntemi ile analiz edilmiştir. Ayrıca, uygulama öncesi ve sonrası bilgi düzeylerindeki farkı tespit etmek amacıyla Wilcoxon İşaretli Sıralar testi yapılmıştır. Bulgular, öğretmen adaylarının bazı sosyo-bilimsel konularda naif, bazılarında ise daha yeterli bilgi düzeylerinde olduklarını göstermiştir. Akran liderli tartışmalar ise, öğretmen adaylarının bilgi düzeylerinde istatistiksel olarak anlamlı artışla neticelenmiştir. Öğretmen adaylarının görüşlerinin altında yatan gerekçelerde ise sıklıkla, sağlık, din, ekonomi gibi konulara rastlanmış; bu konulara ilişkin bilgi ve görüşlerinin çoğunlukla medya kanalıyla şekillendiği tespit edilmiştir. Bu bağlamda, öğretmen eğitimi programlarına sosyo-bilimsel konuları içeren derslerin dâhil edilmesi ve bunların akran liderli öğretim yöntem ve teknikleri ile pekiştirilmesi önerilebilir. Abstract. The purpose of this study is to examine pre-service science teachers' views about a number of socio-scientific issues after peer-led discussions. The participants were 21 senior pre-service science teachers attending the Department of Science Education at a state university in Turkey. Pre-service science teachers' written responses about their knowledge and views on a number of socio-scientific issues and video recordings and field notes taken during the course of practice were the data sources of the study. The data were analyzed based on descriptive analysis and content analysis methods, and the Wilcoxon Signed Rank test was conducted to determine the difference in knowledge levels before and after discussions. Findings showed that pre-service science teachers held naive understandings in some socio-scientific issues, while they had scientifically acceptable understandings in some others. However, peer-led discussions resulted in a statistically significant increase in the knowledge levels of pre-service science teachers. Reasons underlying the attitudes towards socio-scientific issues were frequently found in the grounds such as health, religion and economy, and the knowledge and approaches related to these topics were mostly shaped by media channels. It is recommended to incorporate socio-scientific issues into teacher education programs and consolidate them with peer-led teaching methods and techniques, like peer-led discussions.

Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7–12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35–62, 2002). This study examined the possible relationship between pre-service science teachers' (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.

The purpose of this study was to explore science content used during college students’ negotiation of biology-based socioscientific issues (SSI) and examine how it related to students’ conceptual understanding and acceptance of biological evolution. The Socioscientific Issues Questionnaire (SSI-Q) was developed to measure depth of evolutionary science content use during SSI negotiation. Fifty-two upper level undergraduate biology and non-biology majors completed the SSI-Q and also the Conceptual Inventory of Natural Selection to assess evolution understanding and the Measure of Acceptance of the Theory of Evolution to appraise evolution acceptance. A multiple regression analysis tested for interaction effects between the predictor variables, evolution understanding and evolution acceptance. Results indicate that college students primarily use science concepts related to evolution to negotiate biology-based SSI
including variation in a population, inheritance of traits, differential success, and change through time.
The hypothesis that the extent of one’s acceptance of evolution is a mitigating factor in how science content related to evolution is evoked during SSI negotiation was supported by the data, in that such content was consistently evoked by participants for each of the three SSI scenarios used in this study.

There is a distinct divide between theory and practice in American science education.  Research indicates that a constructivist philosophy, while in many cases teachers continue to present science in a more traditional manner.  This study sought to explore possible relationships between socioscientific issues (SSI), a student-centered curriculum, and nature of science understanding.  The SSI movement focuses on the incorporation of social issues involving a moral or ethical component with scientific relevance.  Three main characteristics of the SSI movement are their open-endedness, their controversial nature, and the inclusion of moral or ethical reasoning (Zeidler & Sadler, 2008; Zeidler, Sadler, Simmons & Howes, 2005).  These components allow students to think critically on assigned issues, and discuss the topics with others who believe differently.  Both quantitative and qualitative methods were used to examine both whole class differences as well as individual differences between the beginning and end of a semester in high school Biology I classes.  Six intact classes from the Tampa Bay area in Florida were used in the study.  Three of the classes were given a semester-long SSI based curriculum, while the comparison classes were taught in their teacher’s traditional manner.  Results indicated that a semester long treatment that did not incorporate explicit instruction enhanced some students’ nature of science understanding, however, the small sample size did not allow for statistical significance to take place with this developmental model.  Theoretical implications regarding the use of explicit use of socioscientific issues in the classroom are presented.

CITATIONS 3 READS 12 2 authors, including: Some of the authors of this publication are also working on these related projects: Cuestiones sociocientíficas en la Enseñanza de las Ciencias: Discursos y Enseñanza View project Leonardo Fabio Martínez Pérez Universidad Pedagogica Nacional (Colombia) 50 PUBLICATIONS 99 CITATIONS SEE PROFILE All content following this page was uploaded by Leonardo Fabio Martínez Pérez on 31 October 2017.

Sociomoral discourse, argumentation, and debate are necessary elements in a socioscientific issues-centered classroom. While these factors are fundamental in realizing a socioscientific issues (SSI) curriculum, related pedagogical factors, such as a commitment to inquiry, enacting opportunities for the cultivation of character, and conceptualizing the role of the nature of science (NOS) are consistent with progressive views of science teaching and scientific literacy (Sadler & Zeidler, 2009; Zeidler & Sadler, 2010). Further, classroom research has demonstrated that a fully enacted SSI approach to science education becomes a transformative process for participating students and their teacher. Successful transformation occurs when the teacher-centered approach shifts to a student-centered classroom and the science curriculum becomes issues-driven. Further, the results of this shift may be said to be transformative when students’ discovery of scientific concepts emerges out of socioscientific issues.

The world currently faces many globally connected and locally specific challenges that stimulate new ideas and expectations for science education. One response to these challenges has been development of visions for school science that seek to foster social responsibility in learners, encouraging them to take a critical stance towards products of science and technology while also empowering them to reduce potential harm these products have on individuals, societies, and environments. Recently, varying degrees of socially responsible science education have made their way into national and provincial curriculum documents; however, limited guidance on how to implement, critique, and adapt such visions to various contexts can stifle reform. In this article, we examined four frameworks which can support socially responsible science education, reviewed opportunities and challenges teachers feel are associated with their implementation, and used the review to provide recommendations for future interventions. We found teachers typically agree the frameworks benefit student learning by providing a context for students to use and learn science. They perceive system-level factors such as an aligned curriculum to be critical, where curricular content, competencies, and assessment requirements should reflect the aims and overall methods of the frameworks. Regardless of curricular alignment, concerns raised by teachers point to intervention strategies. They should include a focus on teachers' context and practice, being sustained over a period that allows for deep exploration, while in collaboration with other educators or knowledgeable others. Directions for future research and policy are discussed.

Resumo Neste simpósio apresentamos três trabalhos de pesquisa desenvolvidos em dois países da América Latina, sobre a abordagem de questões sociocientíficas no Ensino de Ciências. As análises das pesquisas apresentadas evidenciam que a abordagem de questões sociocientíficas possui um potencial considerável para a inovação educativa e para a formação do professor pesquisador. Desta forma, são colocadas em destaque análises das concepções de futuros professores de Biologia sobre ética e o papel dos meios de divulgação científica, também é foco de analise as opiniões de alunos de Ensino de Médio sobre cidadania e as dificuldades enfrentadas por professores de Ciências em serviço ao trabalharem temas controversos de ciência e tecnologia em sala de aula. De acordo com estes aspectos, esperamos contribuir com os debates acerca do trabalho com questões sociocientíficas como tema de pesquisa e de ensino na área da Educação em Ciências. Abstract In this symposium we present three research developed in two countries in Latin America on the approach to socio-scientific issues in science education. The analysis of the researches presented that the approach of socio-scientific issues has considerable potential for educational innovation and teacher education researcher. Thus, are placed in prominent analysis of the conceptions of prospective teachers of biology on ethics and the role of the media science, is also the focus of analysis of the views of pupils about citizenship education medium and the difficulties faced by science teachers to work in service issues controversial science and technology in the classroom. According to these aspects, we hope to contribute to discussions about the work with socio-scientific issues in research and teaching in the area of science education.

Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers’ knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The preservice teachers’ understanding of fundamental concepts (e.g., the difference between weather and climate, causes of recent global warming, etc.) increased significantly. Their perceptions about climate change became more aligned to those of climate scientists. A key assignment was to develop and present an evidence-based scientific argument based on an adaptation of Toulmin’s argumentation model (1958). The participants were assigned a typical question and claim of climate skeptics and asked to conduct research on the scientific findings to prepare a counter-argument (rebuttal). The preservice teachers indicated that the integration of scientific argumentation was an effective strategy for increasing their understanding and perceptions about climate change as a socioscientfic issue.