The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students' Logical Thinking Skills

Autor/inn/en	Sasmaz-Oren, Fatma; Karapinar, Aysegul; Sari, Kubranur; Demirer, Tugba
Titel	The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students' Logical Thinking Skills
Quelle	In: Journal of Theoretical Educational Science, 15 (2022) 2, S.420-452 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sasmaz-Oren, Fatma) ORCID (Karapinar, Aysegul) ORCID (Sari, Kubranur) ORCID (Demirer, Tugba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Science Instruction; Teaching Methods; Vignettes; Science and Society; Logical Thinking; Thinking Skills; Middle School Students; Grade 8; Outcomes of Education; Skill Development; Genetics; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Humangenetik; Ausland; Türkei
Abstract	In recent years, countries have focused specifically on improving thinking skills in their science education programs. One of the science lesson methods that can be used to activate the use of thinking processes is scientific scenarios. In this direction, the aim of the study is to investigate the effect of socioscientific subject-based instructional experience, which includes scientific scenarios in science lessons, on students' logical thinking skills. The study was carried out in the "DNA and Genetic Code" unit, which especially includes some socioscientific issues. The research was designed according to the quasi-experimental pattern with unequal control group among the pre-test-post-test control group designs, and it was conducted with a total of 36 eighth grade students from the experimental and control groups. The data were collected using the logical thinking group test and an individual information form. According to the study findings, it was understood that scenario-based teaching had an important effect on developing students' logical thinking and in passing their developmental period to the next stage. This finding shows that the processing of some socioscientific science issues with scientific scenarios is effective in increasing students' logical thinking skills. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01