Use of the SEE-SEP Model in Preservice Science Teacher Education: The Case of Genetics Dilemmas

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Author(s): Dilek Karisan (Adnan Menderes University, Turkey)and Umran Betul Cebesoy (Usak University, Turkey)
Copyright: 2021
Pages: 32
Source title: Socioscientific Issues-Based Instruction for Scientific Literacy Development
Source Author(s)/Editor(s): Wardell A. Powell (Framingham State University, USA)
DOI: 10.4018/978-1-7998-4558-4.ch008

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This study aims to assess how preservice teachers' supporting reasons vary in relation to six subject areas, namely, sociology/culture (S), environment (E), economy (E), science (S), ethics/morality (E), and policy (P), in different socioscientific issues (SSI) and how preservice teachers' decisions regarding these issues interact with the aspects of value, knowledge, and personal experience. Exploratory sequential design was utilized in this study and 47 third-grade preservice science teachers. Data were collected via written reports in two different SSI scenarios, namely, gene therapy and preimplantation genetic diagnosis. Preservice teachers' written reports were analyzed using the SEE-SEP model. The results showed that preservice teachers' supporting reasons mainly stemmed from the subject areas of ethics/morality (41%) and science (32%). The results also revealed little use of justifications from the subject areas of policy and sociology/culture (11% and 10%, respectively), and subject area of economy (6%) was the least referred.

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Use of the SEE-SEP Model in Preservice Science Teacher Education: The Case of Genetics Dilemmas

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