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Tüm Dünya ülkelerinde yaygın bir pandemi haline dönüşen COVID 19, bireysel ve toplumsal açıdan yaşantılarımızın her alanını etkilemiş ve etkilemeye devam etmektedir. Kuşkusuz bu süreç fen eğitimini de etkilemiştir ve gelecekte fen eğitimi açısından yeni yollar, yöntemler ve stratejiler ön plana çıkacaktır. COVID 19 pandemi döneminin, eğitimcilere hatırlattığı bir önemli yaklaşımda sosyobilimsel konulardır. Bu nedenle, araştırmanın amacı fen eğitiminde sosyobilimsel bir konu olarak COVID 19 pandemisini incelemek ve fen öğretimine yönelik örnek uygulama önerileri sunmaktır. COVID 19 pandemi döneminde, toplumun fertleri, tartışmalı, ikilem taşıyan ve risk yönetimini gerektiren birçok sosyobilimsel durum ile başa çıkmak durumunda kalmıştır. Araştırmada, bu durumlardan “COVID 19 hastalığı mevsimsel gripten daha tehlikeli mi?”, “COVID 19 hastalığını engellemek için maske kullanılmalı mı? Kullanılmamalı mı?” ve “Aşılanmalı mı? Aşılanmamalı mı?” sosyobilimsel durumları ele alınarak, sırasıyla karikatür, ikilem kartı ve problem senaryosu olarak sunulmuş ve öğrenme-öğretim sürecinde başvurulabilecek uygulama örnekleri olarak önerilmiştir. Pandemi dönemi ve sonrası süreçte, mevcut derleme makalesinin fen eğitim araştırmacılarına, öğretim programı geliştirme uzmanlarına, öğretmenlere ve öğretmen adaylarına yardımcı olacağı ve katkılar sağlayacağı düşünülmektedir.
COVID 19, which has become a widespread pandemic in all countries of the world, has influenced and continues to affect every field of our individual and social life. Unfortunately, this process has also affected science education, and in the future new ways, methods and strategies in terms of science education will come to the forefront. The COVID 19 pandemic period is social-mobilistic issues in an important approach that it reminds educators of. Therefore, the purpose of the research is to study the COVID 19 pandemic as a social-mobilistic subject in science education and to present examples of application recommendations for science teaching. During the COVID 19 pandemic period, the people of society had to deal with a lot of controversial, dubious and social-mobilistic situations that require risk management. In the study, from these cases, "Is COVID 19 disease more dangerous than seasonal flu?Should the mask be used to prevent COVID 19 disease? Shouldn’t be used?” “Do I have to be vaccinated? Should it not be vaccinated?” It is presented as a cartoon, a bilingual card and a problem scenario, respectively, addressing social situations, and recommended as examples of application that can be applied in the learning-learning process. In the period and post-pandemic process, the current editing article is believed to help and contribute to researchers in science education, teaching program development experts, teachers and teachers candidates.
COVID 19, which has turned into a severe pandemic in all countries of the world, has affected and continues to affect every aspect of our lives individually and socially. Undoubtedly, this process has also affected science education and new ways, methods and strategies will come to the fore in science education in the future. One important approach that the COVID 19 pandemic reminds educators of is socioscientific issues. Therefore, the purpose of the research is to examine the COVID 19 pandemic as a socioscientific issue in science education and to provide suggestions for sample applications for science teaching. During the COVID 19 pandemic, members of the society have had to deal with many socioscientific issues that are controversial, involving dilemmas and requiring risk management. In the current study, the following socioscientific issues are addressed: “Is the COVID19 disease more dangerous than seasonal flu?”, “Should or shouldn’t a mask be used to prevent COVID 19 disease?”, “Should or shouldn’t be vaccinated?” and they are presented as cartoons, dilemma card and problem scenario and suggested as sample applications to be used in the learning-teaching process. It is thought that the current review study will help and contribute to science education researchers, curriculum development experts, teachers and pre-service teachers during the pandemic and afterwards.
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