The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students' Logical Thinking Skills
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Date
2022
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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. In this direction, the aim of the study is to investigate the effect of socioscientific subject-based
instructional experience, which includes scientific scenarios in science lessons, 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
pre-test-post-test 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 issues with scientific scenarios is effective in
increasing students’ logical thinking skills.