Examining the changes in pre-service science teachers’ views on science, technology and society: The impact of socioscientific issues
Pre-service science teachers’ views on science, technology and society
Abstract
“Science, Technology, Society and Environment (STSE)” education based applications were realized within the scope of the “Science, Technology and Society” course in this study. The aim of the study is to determine the views of pre-service science teachers, who are engaged with the applications, about science, technology and society and to determine whether these views are sufficient. 83 pre-service science teachers participated in the study. In order to evaluate the pre-service teachers’ views on science, technology and society, the “Views on Science, Technology and Society (VOSTS) Questionnaire” was used, which was developed by Aikenhead, Ryan and Fleming (1989). According to the VOSTS pre-test results, it was observed that there was diversity in the views of the pre-service teachers in subjects such as the definitions of science and technology, the impact of society on science, and the classification of scientific knowledge. It is among the findings that pre-service teachers have many misconceptions about these issues. According to the VOSTS post-test results, the unsatisfactory views of the pre-service teachers about science, technology and society were replaced by more realistic and acceptable views after the applications.
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