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Bu araştırmanın amacı, sosyal bilgiler öğretmen adaylarının sosyobilimsel konulara yönelik tutum ve görüşlerini incelemektir. Küresel ısınma, nükleer santraller, organ bağışı, klonlama gibi tartışmalara neden olan sosyobilimsel konuların günlük yaşamda karşılaşılan problemlere uygun stratejik yaklaşımların geliştirilmesinde önemi bulunmaktadır. Karma yöntem (mixed-method research) yaklaşımına göre tasarlanan araştırma 2018-2019 eğitim-öğretim yılının bahar yarıyılında açıklayıcı ardışık desen ile gerçekleştirilmiştir. Nicel veriler, Topçu (2010) tarafından geliştirilen “Sosyobilimsel Konulara Yönelik Tutum Ölçeği ’ne” göre, nitel veriler ise “Yarı Yapılandırılmış Görüşme Formu” ile elde edilmiştir. Nicel verilerin analizinde bağımsız t testi, tek yönlü varyans analizi ve kruskal wallis testlerinden yararlanılmıştır. Nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmanın değişkenlerinden sınıf düzeyi, akademik not ortalaması, lise türü, bilimsel yayın takip durumu ve anne eğitim durumunun öğretmen adaylarının sosyobilimsel konulara yönelik tutumlarını etkilediği belirlenmiştir. Öte yandan cinsiyet, öğrenim gördüğü üniversite, yerleşim birimi, sosyal medya kullanımı, en fazla izlenilen televizyon programı ve baba eğitim durumu değişkenlerinin ise tutumları etkilemediği belirlenmiştir. Nitel bulgulara göre ise öğretmen adaylarının sosyobilimsel konuların öğretiminde kendilerini yeterli donanıma sahip olarak görmedikleri, bu konuları sosyal ve fen bilimleri alanındaki derslerle ilişkilendirdikleri ayrıca toplumsal-ahlaki ve tartışmalı konular şeklinde özetledikleri belirlenmiştir. Araştırmanın nitel bulgularının nicel bulguları büyük ölçüde desteklediği tespit edilmiş ve araştırmadan elde edilen bulgular ışığında bazı öneriler sunulmuştur.
The purpose of this research is to study the attitudes and opinions of social information teachers candidates towards social-mobility issues. Global warming, nuclear power plants, organ donations, and cloning are important in the development of strategic approaches to the problems faced in everyday life. The research, designed according to the mixed method research approach, was carried out in the spring semester of the 2018-2019 educational year with an explanatory consecutive pattern. Quantitative data are obtained according to the "Social Attitude Measurement to Social Affairs" developed by Guncu (2010) and the qualitative data are obtained by the "Semi-Structured Interview Form". In the analysis of Nicel data, independent t test, one-way variance analysis and cross-wallis tests were used. In the analysis of the data, content analysis was used. The research variables have determined that class level, academic score average, high school type, scientific publication follow-up status and mother education status have influenced the attitudes of teachers candidates towards social-moving issues. On the other hand, gender, university, residential unit, social media use, the most watched television program and the father's educational status changes have not affected their attitudes. According to the qualification findings, the teacher candidates have determined that they do not see themselves as having sufficient equipment in the teaching of social and scientific subjects, that they associate these subjects with courses in the field of social and scientific sciences, and that they summarize them in the form of social-ethical and controversial subjects. It was found that the quality findings of the research largely support quantitative findings and some recommendations were presented in light of the findings obtained from the research.
This research was carried out to find out social studies teacher candidates’ attitudes and views regarding socioscientific issues. Socioscientific issues causing controversy such as global warming, nuclear power plants, organ donation, cloning are important in developing strategic approaches suitable for the problems encountered in daily life. The research, designed according to the mixed-method research approach, was carried out in the spring semester of the 2018-2019 academic year with an explanatory sequential pattern. Quantitative data were obtained according to the "Attitude Scale for Sociological Issues" developed by Topçu (2010), while qualitative data were obtained through the "Semi-Structured Interview Form". Independent t test, one way variance analysis and kruskal wallis tests were used in the analysis of quantitative data. In the analysis of qualitative data, content analysis was used. It was determined that variables of the grade level, academic grade average, high school type, scientific publication follow-up status and mother’s education affect the attitudes of prospective teachers towards socio-scientific issues. On the other hand, the participants’ attitudes were not affected by the variables gender, university, social media use, the most frequently watched TV show, and father’s education level. According to the qualitative findings, it was determined that pre-service teachers did not find themselves adequately equipped in the teaching of socioscientific issues, they related these subjects with courses in the field of social and science, and also summarized them as social-moral and controversial subjects. It was seen that the qualitative findings of the research greatly supported the quantitative findings and some suggestions were presented in the light of the findings obtained from the research.
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