Preservice Biology Teachers’ Perceptions and Instruction of Socioscientific Issues in the Curriculum

• In Event: Poster Session 6
  In Poster Session: Preparing Science Preservice Teachers for Inclusive Diverse K-12 Classrooms

Abstract

The aim of this study was to address the role of teachers in supporting students’ learning on socio-scientific issues (SSI) by characterizing perceptions and adaptation of curriculum. In this study, 102 preservice biology teachers took part over the course of one semester. The teacher candidates completed a questionnaire comprising Likert-type and open-ended questions. Results indicated that the teacher candidates perceived a need to address SSI positively. Preservice teachers had moderate personal teaching efficacy beliefs related to teaching about SSI. They also identified the lack of instructional time and the unavailability of relevant materials as the primary obstacles hindering the teaching of SSI. The implications for teacher education and the design of curriculum materials with respect to SSI were discussed.

Author

• Yilmaz Kara, California State University - Long Beach