An Activity for Transferring the Multidimensional Structure of SSI to Middle School Science Courses: I Discover Myself in the Decision-Making Process with SEE-STEP!

Embracing socioscientific issues-based teaching and decision-making in teacher professional development

“…Meanwhile, very few studies have addressed the engagement of multiple subject areas during SSI decision-making in the Turkish context. These studies either investigated students' (Es & Ozturk, 2021) or college students' (Es & Varol, 2019) use of multiple subject areas in their decision-making on a specific SSI topic. The study presented here therefore addresses the gaps in the literature in three unique ways: one, we propose an undergraduate course specifically designed to address SSI within genetics (such a course could be considered a precursor to a structured course for developing PTs' SSI-based teaching and decisionmaking competences); two, we attempt to gain a better understanding of how Turkish PTs make decisions about genetics-related SSI, in order to better develop their SSI-based teaching and decision-making competence; and three, the study uses multiple scenarios within the area of genetics -previous studies tended to explore participants' decisions on different SSI topics (Christenson et al, 2012(Christenson et al, , 2014Kara, 2012;Topcu et al, 2010) or a single SSI topic (i.e.…”

“…More recently, the model has been used as a teaching model as well as a framework for assessing students' SSI argumentation skills (e.g. Chang Rundgren, 2011;Christenson, Chang Rundgren & Höglund, 2012;Christenson et al, 2014;Es & Ozturk, 2021;Es & Varol, 2019;Rundgren et al, 2016). While some studies have used the model to analyse upper secondary students' decision-making on SSI (Christenson et al, 2012(Christenson et al, , 2014, others have used the model as a framework in teacher training to help teachers design classroom activities around such topics as genetically modified organisms (GMOs) in food, construction of nuclear power plants, environmental toxins in fish, and fishing bans (Chang Rundgren, 2011;Es & Ozturk, 2021;Es & Varol, 2019;Rundgren et al, 2016).…”

“…Second, several SSI studies in different countries have shown how the SEE-SEP model is a feasible analytical framework for use with many SSI topics, such as global warming, genetically modified organisms, nuclear power, construction of nuclear power plants, fishing bans, and consumer consumption (Christenson et al, 2012(Christenson et al, , 2014Es & Ozturk, 2021;Es & Varol, 2019). In contrast, both Yang and Anderson (2003) and Wu and Tsai's frameworks were developed to investigate participants' decision-making with a single SSI topic (nuclear energy).…”

Using Q Methodology to Explore Science Teachers’ Socioscientific Decision-Making

“…Finally, Policy (P) dimension refers to taking government's policy into account (or, being affected by it) when making a decision on SSIs. Recently, Eş and Öztürk (2021) added the Technology (T) dimension to the model, and introduced the model of SEE-STEP, where they separated technology from science.…”

“…The statements are grouped under three main categories: (i) subject area (Chang Rundgren & Rundgren, 2010;Eş & Öztürk, 2021), (ii) intellectual baggage (Rundgren et al, 2016) and (iii) risk (Kolstø, 2006). The subject area category is made up of 7 dimensions.…”