Developing effective socioscientific issues teaching practices through educational design research

Thesis Type: Doctorate

Institution Of The Thesis: Orta Doğu Teknik Üniversitesi, Faculty of Education, Mathematics and Science Education, Turkey

Approval Date: 2018




The main purpose of this study was to develop pre-service science teachers’ (PSTs) effective socioscientific issues (SSI) teaching practices with technology by activating their metacognition. For this purpose, educational design research was utilized to re-design an undergraduate course. Re-designed course was implemented in the fall semester of 2014-2015 with 36 participants. In light of the results of the data obtained in the first implementation, expert reviews and the related literature, the design of the course was revised and the course was implemented in the fall semester of 2015-2016 with 44 participants. In order to collect data, lesson plans, video-recording of teachings, video-stimulated recall interviews, reflection papers and post-teaching structured interviews were utilized. The analysis of the data provided information about the nature of PSTs’ SSI teaching practices with technology and the nature of their metacognition as well as the effectiveness of the course. The results indicated an increase in the awareness of PSTs’ about four areas of pedagogical importance central to the teaching of SSI: (1) nature of science issues, (2) classroom discourse issues, (3) cultural issues, and (4) case-based issues. The results also showed that PSTs who were engaged in productive metacognitive thoughts prepared better lesson plans in their individual lesson plans. Moreover, the groups, whose members’ monitoring and regulation skills were good, enacted their lesson plans effectively. Moreover, the evolution of design principles throughout the study was also explained. At the end of the study, fourteen final design principles were explicated and their effectiveness was discussed to guide further design attempts.