English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Open

Presents the pdf analysis as premium feature

PDF Analysis

Insights

Presents the summarisation as premium feature

Summarisation

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

This study it is aimed at investigating the views of science and classroom teacher candidates regarding socio-scientific issues and their competencies in using socio-scientific issues in science and technology teaching. Qualitative research approach was adopted in the study and criterion sampling technique was used in determining the participants. The data of the present study were gathered through a questionnaire that included five open-ended questions. The data of the research were gathered in Summer School at the 2009-2010 academic years and were analyzed through descriptive analyses. It was found out that teacher candidates conceptualize socio-scientific issue phenomenon in different ways. When the definitions are generally examined, it is seen that the features of socio-scientific issues are current events, having a scientific basis and an effect on individual and societal life. Teacher candidates state that they are incompetent in making use of socio-scientific issues in science and technology teaching

procedia - social and behavioral sciences

Teacher candidates’ perceptions regarding socio-scientific issues and their competencies in using socio-scientific issues in science and technology instruction