Using Place-Based SSI Instruction that Utilizes Role-Playing to Promote Preservice Teachers' Socioscientific Accountability and NOS
Bildiriler > Özet Bildiri · 2023
Yazarlar: Banu Avşar Erümit, Bahadır NAMDAR, Ayşegül Oğuz Namdar
96th NARST International Conference, Amerika Birleşik Devletleri, Şikago, Uluslararası, Sözlü Sunum, Özet Bildiri, 2023-2023, ss 1-1
Özet
<p><em>This mixed-method design study aimed to investigate the impacts of place-based instruction</em></p><p><em>enhanced with the role-play activities on promoting preservice teachers' [PSTs] understanding</em></p><p><em>of the NOS views, their character and values, and specifically socioscientific accountability</em></p><p><em>(feeling responsibility and willingness to act) as global citizens regarding climate change and</em></p><p><em>global warming issues. The study took place at a public university in Turkey, and the</em></p><p><em>participants were 20 preservice middle school science teachers. We engaged PSTs in local</em></p><p><em>climate issues with field trips to several local places. We explicitly used contextualized NOS in</em></p><p><em>role-playing scenarios to promote PSTs' holistic and contextualized understanding of NOS. We</em></p><p><em>used the "Character and values as Global Citizens Assessment" [CVGCA] scale as the</em></p><p><em>quantitative data source and pre- and post- one-on-one semi-structured interviews to</em></p><p><em>understand; PSTs' contextualized understanding of NOS on climate change and global</em></p><p><em>warming, PSTs' feelings of responsibilities and willingness to act on local and global climate</em></p><p><em>issues as the qualitative data source. The results showed that place-based SSI intervention and related role-play activities improved students' contextualized NOS views and developed</em></p><p><em>their character and values, particularly their feeling of responsibility and willingness to act as</em></p><p><em>global citizens.</em></p>