Pre-Service Science Teachers' Informal Reasoning Patterns and Risk Perceptions in SSI: Case of Gene Therapy

Autor/in	Cebesoy, Umran Betul
Titel	Pre-Service Science Teachers' Informal Reasoning Patterns and Risk Perceptions in SSI: Case of Gene Therapy
Quelle	In: European Journal of Science and Mathematics Education, 9 (2021) 4, S.211-229 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Decision Making; Preservice Teachers; Student Attitudes; Science Teachers; Science Instruction; Thinking Skills; Risk; Genetics; Therapy; Scientific Literacy; Teacher Education Programs; State Universities; Diseases; Intelligence; Emotional Response; Logical Thinking; Intuition; Moral Values; Influence of Technology; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Risiko; Humangenetik; Therapie; Staatliche Universität; Disease; Krankheit; Intelligenz; Klugheit; Emotionales Verhalten; Moral value; Ethischer Wert; Ausland; Türkei
Abstract	One crucial characteristic of scientifically literate individuals is making informed decisions in socioscientific issues (SSI). Participants' reasoning patterns and their risk perceptions shape their decisions. Thus, determining participants' informal reasoning patterns along with their risk perceptions while making decisions in SSI becomes important. This study fulfills this important point by exploring pre-service science teachers' informal reasoning patterns and their risk perceptions in an SSI topic, specifically gene therapy. Eleven pre-service science teachers enrolling in two different public universities participated in the study voluntarily. The study was designed as a basic qualitative approach. The data were collected by semi-structured interviews focusing on the use of gene therapy in Huntington's disease and human intelligence cases. The results revealed that pre-service science teachers made decisions by using one (rationalistic, emotive, or intuitive) or more informal reasoning patterns together. Moreover, their risk perceptions were found to be based on the potential and severity of effects on humanity and society, participants' morals and values, side effects, and a general concern born out of fear. In addition to their risk perceptions regarding gene therapy, they referred to positive aspects of technology, negative aspects of technology, and a two-edged sword implying positive and negative aspects of technology as a whole while making decisions. These results altogether pin the importance of including multiple forms of informal reasoning and risk perceptions in the pre-service science teacher education programs. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01