Özet:

Genetically Modified Organisms (GMOs) are one of the topics that, although they have scientific content, include claims that they have positive aspects in society along with their negative aspects. In other words, these are controversial issues in society. In this context, there is a need for individuals to be able to make decisions by making proper assessments on GMOs within social-scientific issues. It is an important ability to make decisions from a critical perspective by building the right information-based relationships in the face of conflicting situations. Therefore, the purpose of this research is to determine the levels of model-cant relationship assessment of the science-knowledge teachers candidates to GMO. The research quality is the type of visual scan in which the data collection tool is used, and the work group consists of a state university in Turkey's Science Knowledge teaching department of 3rd grade students. As a data collection tool, Lombardi, Sibley and Carroll (2013) used the Model-Proof Relationship (MOK) Scheme (GMO) developed by teachers in the workshop for high school sciences teachers. In the analysis of the data, using the rubric developed by Lombardi, Bickel, Brandt and Burg (2016) used the rubric adapted for research by the authors of this article. Analysis found that teachers’ candidates usually evaluate the model-cant relationship with GMO at the identificative and relative level, while critical assessments were insufficient.