THE EFFECTS OF ACADEMIC CONTROVERSY TECHNIQUE TO PRESERVICE SCIENCE TEACHERS' SCIENCE SELF-EFFICACY AND CONCEPTUAL UNDERSTANDING OF CLONING
Journal Title: The Journal of International Social Research - Year 2016, Vol 9, Issue 46
Abstract
This study has been carried out to determine the effects of academic controversy technique to science teachers' science self-efficacy and conceptual understanding of cloning. The study group of the research comprise preservice teachers studying in fourth grade of Education Faculty of Firat University, 38 female, 10 male, a total of 48. Study was conducted within the scope "Special Topics in Biology Course"at fall semester 2015-2016. According to academic controversy technique, preservice teachers divided into quaternary groups of 8 weeks, including 2 hours per week, has examined issues of cloning and GMOs. Preservice teachers prepared reports of own groups, presented their views, have listened to opposing views, defend their opinions and have a decision. Each group has presented their common wievs to classmates. Cloning Conceptual Understanding Test (CCUT) and Science Self-Efficacy Scale (SSES), as a data collection tool, were used. The pretest-posttest scores obtained from CCUT and SSES were analyzed using t-test. As a result of the practice, it was seen as a significant increase in preservice teachers' cloning conceptual understanding test scores, t(47)=-10.280 p<.05. Preservice teachers' science self-efficacy scale pretest-posttest scores were observed that there was also a significant increase, , t(47)=-2.071 p<.05. The results, showed that academic controversy techniques contribute to preservice teachers' science self-efficacy and the information concerning the application of biotechnological. When the content knowledge likely to increase the self-efficacy of candidates with high, it would be useful to replicate the applications are thought to increase awareness against socio-scientific issues for the training of future generations to have a say. It is considered that the use of academic controversy technique would be useful in this applications.
Authors and Affiliations
Fikriye KIRBAĞ ZENGİN
Keywords
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- EP ID EP252680
- DOI 10.17719/jisr.20164622625
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