dc.contributor.author | Avşar Erümit, Banu | |
dc.contributor.author | Namdar, Bahadır | |
dc.contributor.author | Oğuz Namdar, Ayşegül | |
dc.date.accessioned | 2023-09-19T07:18:16Z | |
dc.date.available | 2023-09-19T07:18:16Z | |
dc.date.issued | 2023 | en_US |
dc.identifier.citation | Avşar Erümit, B., Namdar, B. & Oğuz Namdar, B. (2023). Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues. International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2251189 | en_US |
dc.identifier.issn | 0950-0693 | |
dc.identifier.uri | https://doi.org/10.1080/09500693.2023.2251189 | |
dc.identifier.uri | https://hdl.handle.net/11436/8355 | |
dc.description.abstract | This mixed-methods study explored changes in preservice teachers' (PSTs) understanding of the nature of science (NOS) and their values as global citizens after a place-based intervention augmented with role-play activities concerning climate change. The study further probed how these values manifested during role-play improvisations, where participants adopted the roles of global citizens. Conducted in Turkey with 20 PSTs, it integrated local field trips and role-play scenarios focused on climate change. We led PSTs on excursions to locales such as hydroelectric power plants, enabling interactions with the environment and local individuals, and facilitating role-play on climate-related issues. Within these scenarios, we employed a contextualized NOS approach to foster a comprehensive grasp of the NOS. Data was collected using the 'Character and Values as Global Citizens Assessment' scale, interviews, and video-recorded role-plays. Results indicated that the place-based SSI intervention enhanced PSTs' perspectives on NOS and cultivated their global citizen values. The values demonstrated in role-play improvisations shifted based on the scenarios. Consequent to these findings, the study recommends purposefully designing role-play scenarios targeting specific value domains for enhancement. It recommends involving students in local issues and using NOS-enriched role-play scenarios to bolster their values, and NOS understanding and diversify their argumentative perspectives. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis Ltd. | en_US |
dc.rights | info:eu-repo/semantics/closedAccess | en_US |
dc.subject | Nature of science (NOS) | en_US |
dc.subject | Place-based instruction | en_US |
dc.subject | Role-play | en_US |
dc.subject | Socioscientific issues (SSI) | en_US |
dc.title | Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues | en_US |
dc.type | article | en_US |
dc.contributor.department | RTEÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü | en_US |
dc.contributor.institutionauthor | Avşar Erümit, Banu | |
dc.contributor.institutionauthor | Oğuz Namdar, Ayşegül | |
dc.identifier.doi | 10.1080/09500693.2023.2251189 | en_US |
dc.relation.journal | International Journal of Science Education | en_US |
dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |