The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students' Logical Thinking Skills
Abstract
In recent years, countries have focused specifically on improving thinking skills in their science education programs. One of the science lesson methods that can be used to activate the use of thinking processes is scientific scenarios. Therefore, the study aim is to investigate the effect of the use of scientific scenarios in the science course on students' logical thinking skills. The study was carried out in the 'DNA and genetic code' unit, which especially includes some socioscientific issues. The research was designed according to the quasi-experimental pattern with unequal control group among the pretest-posttest control group designs, and it was conducted with a total of 36 eighth grade students from the experimental and control groups. The data were collected using the logical thinking group test and an individual information form. According to the study findings, it was understood that scenario-based teaching had an important effect on developing students' logical thinking and in passing their developmental period to the next stage. This finding shows that the processing of some socioscientific science topics with scientific scenarios is effective in increasing students' logical thinking skills. In line with these results obtained from the study, conclusions have been made regarding the use of scientific scenarios.
Supporting Institution
Manisa Celal Bayar University Scientific Research Projects Coordination Unit
Project Number
2018-219
References
- Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108-124. https://doi.org/10.1080/15248372.2020.1814293
Abstract
Project Number
2018-219
References
- Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108-124. https://doi.org/10.1080/15248372.2020.1814293
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Project Number | 2018-219 |
| Publication Date | April 22, 2022 |
| Submission Date | September 27, 2021 |
| Published in Issue | Year 2022 Volume: 15 Issue: 2 |
