Science Teacher Candidates' Views about Science-Technology-Society-Environment Relations

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dc.contributor.authorOzer, Seyma
dc.contributor.authorKiray, Seyit Ahmet
dc.contributor.authorCardak, Osman
dc.date.accessioned2024-02-23T14:29:30Z
dc.date.available2024-02-23T14:29:30Z
dc.date.issued2021
dc.departmentNEÜen_US
dc.description.abstractPurpose: Awareness of the interaction between science, technology, society, and environment (STSE) is seen as important in life in the modern world. Therefore, the present study aimed to examine the science teacher candidates' views on relations between science, technology, society, and environment. Research Methods: In this research, which used the phenomenographic study method, the data were obtained through drawings and interviews. The participants in this research consisted of 145 volunteer students who were studying in science teaching at a state university in Turkey during the 2018-2019 academic years. Content analysis and descriptive analysis methods were used to analyze the obtained data. Findings: Research findings revealed that science teacher candidates' understanding regarding STSE was the superficial correlation of these four concepts with each other. The majority of science teacher candidates had partial information and image of STSE. Science teacher candidates predominantly made drawings and expressed opinions regarding the negative effects of technology on society and environment and negative effects of humans on the environment. In addition, it was observed that the concepts of socioscientific issues, the nature of science and sustainable development were emerged implicitly in the drawings and views of some of the science teacher candidates regarding the STSE. Implications for Research and Practice: In the light of these results, it can be suggested to organize learning environments where the STSE relationship can be learned more deeply by science teacher candidates. It can be recommended to develop sustainable development awareness within the scope of STSE. (C) 2021 Ani Publishing Ltd. All rights reserveden_US
dc.identifier.doi10.14689/ejer.2021.91.5
dc.identifier.endpage102en_US
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.issue91en_US
dc.identifier.scopus2-s2.0-85101098877en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage82en_US
dc.identifier.urihttps://doi.org/10.14689/ejer.2021.91.5
dc.identifier.urihttps://hdl.handle.net/20.500.12452/14731
dc.identifier.wosWOS:000616265300005en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAni Yayinciliken_US
dc.relation.ispartofEurasian Journal Of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectScience-Technology-Society-Environmenten_US
dc.subjectStseen_US
dc.subjectAwareness Of Stseen_US
dc.titleScience Teacher Candidates' Views about Science-Technology-Society-Environment Relationsen_US
dc.typeArticleen_US

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