Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning

Topçu M. S., Yılmaz Tüzün Ö., Sadler T. D.

The National Association for Research in Science Teaching (NARST), California, United States Of America, 17 - 21 April 2009, pp.281

  • Publication Type: Conference Paper / Summary Text
  • City: California
  • Country: United States Of America
  • Page Numbers: pp.281
  • Middle East Technical University Affiliated: Yes


The aim of this study was to explore Preservice Science Teachers’ (PSTs) informal reasoning and the factors influencing their informal reasoning. Constant comparative method (Glaser & Strauss, 1967) and seven socioscientific issues (SSI) were used to explore informal reasoning and influencing factors. Three SSI dealt with gene therapy and the other three issues dealt with cloning. The last issue dealt with global warming. Two interview protocols were used in the present study. Informal Reasoning Interview protocol focused on the exploration of informal reasoning, and Moral Decision-Making Interview protocol was used to explore the factors influencing informal reasoning. Totally, 39 PSTs voluntarily participated in the study. Senior elementary PSTs from a large public university, in city, a country were the intended sample for this study. Emergent informal reasoning categories from the present study were: rationalistic, emotive, and intuitive informal reasoning patterns. In addition, main factors influencing participants’ informal reasoning were accumulated under four main categories; personal experiences, social considerations, moral-ethical considerations, and technological concerns. Furthermore, the social considerations category consists of three sub-categories; economic, educational, and religious considerations