Cover Image

Modeling the Relationship between Preservice Elementary Teachers’ Scientific Habits of Mind, Attitudes towards Socio-scientific Issues and Scientific Literacy

Menşure Alkiş Küçükaydin


Socio-scientific issues (SSI), including dilemmas and problems in scientific and social terms, are directly related to individuals’ daily lives. Individuals’ interests and attitudes towards SSI also affect their perspective on events in their lives. For this reason, as a member of society, it is essential to research variables that are thought to be related to pre-service elementary teachers’ attitudes towards SSI. Based on this point, the relationship between pre-service elementary teachers’ attitudes towards SSI, their scientific habits of mind (SHOMS) for SSI, and their level of scientific literacy are studied and tried to be modeled. One hundred twenty pre-service elementary teachers studying at a university in the south-eastern Anatolia region of Turkey have participated in this study. The correlation research design from descriptive research methods is used in this study.  In this context, three data collection tools are used with the personal data form. Research results have been analyzed by using Partial Least Squares Structural Equation Modelling. According to the analysis results, it is determined that pre-service elementary teachers’ SHOMS for SSI affect scientific literacy, and attitudes towards SSI affect interest in scientific knowledge and publications.

Full Text:

Download PDF


Atabey, N., & Topcu, M. S. (2017). The effects of socio-scientific issues based instruction on middle school students’ argumentation quality. Journal of Education and Practice, 8(26), 61-71.

Bingle, W. H., & Gaskell, P. J. (1994). Scientific literacy for decision making and the social construction of scientific knowledge. Science Education, 78(2), 185-201.

Borgerding, L.A., & Dagistan, M. (2018). Pre-service science teachers’ concerns and approaches for teaching socio-scientific and controversial issues. Journal of Science Teacher Education, 29(4), 283-306.

Çalik, M., & Coll, R.K. (2012). Investigating socio-scientific issues via scientific habits of mind: Development and validation of the scientific habits of mind survey. International Journal of Science Education, 34(12), 1909-1930. DOI: 10.1080/09500693.2012.685197

Çalik, M., & Karatas, F. Ö. (2019). Does a" science, technology and social change" course improve scientific habits of mind and attitudes towards socio-scientific issues?. Australian Journal of Teacher Education, 44(6), 35-52.

Chen, Y., & So, W. W. M. (2017). An investigation of mainland china high school biology teachers’ attitudes toward and ethical reasoning of three controversial bioethics issues. Asia-Pacific Science Education, 3(1), 1-16. DOI 10.1186/s41029-016-0012-6

Coll, R. K., Taylor, N., & Lay, M. C. (2009). Scientists’ habits of mind as evidenced by the interaction between their science training and religious beliefs. International Journal of Science Education, 31(6), 725-755. DOI: 10.1080/09500690701762621

Emery, K.,Harlow, D., Whitmer, A., & Gaines, S. (2017). Compelling evidence: an influence on middle school students’ accounts that may impact decision-making about socio-scientific issues. Environmental Education Research, 23(8), 1115-1129. DOI: 10.1080/13504622.2016.1225673

Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18, 382–388.

Gauld, C.F. (2005). Habits of mind, scholarship and decision making in science and religion. Science & Education, 14, 291–308. DOI 10.1007/s11191-004-1997-x

Hair, J.F., Hult, G.T.M., Ringle, C.M., & Sarstedt, M.(2014). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications, Los Angeles.

Henseler, J., Hubona, G.S., & Ray, P.A. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Managemenet & Data Sytems, 116, 1-19. DOI: 10.1108/IMDS-09-2015-0382

Kaiser, H.(1974). An index of factorial simplicity. Psychometrika, 39, 6-31.

Kapici, H. O., & Ilhan, G. O. (2016). Pre-service teachers’ attitudes toward socio-scientific issues and their views about nuclear power plants. Journal of Baltic Science Education, 15(5), 642-652.

Kolomuç, A., & Çalik, M. (2019). A comparison of academic staff’s scientific habits of mind regarding socio-scientific issues. Journal of Higher Education (Turkey), 9(1), 67-74.

Kucukaydin, M. A. (2019). Concept teaching in science classrooms: A critical discourse analysis of teachers’ talk. Journal of Education in Science Environment and Health, 5(2), 209-226.

Küçükaydın, M. A. (2020). Eighth Grade Students Opinions on the Socioscientific Issue and Their Argument Structure. Elementary Education Online, 18(1), 174-174.

Laugksch, R. C., & Spargo, P. E. (1996). Literacy goals. Science Education, 80(2), 121-143.

Lederman, N.G., Antink, A., & Bartos, S.(2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: a pathway to developing a scientifically literate citizenry. Science & Education, 23,285–302. DOI: 10.1007/s11191-012-9503-3

Lee, H., Chang, H., Choi, K., Kim, S.-W., & Zeidler, D.L. (2012). Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socio-scientific issues. International Journal of Science Education, 34(6), 925-953. DOI: 10.1080/09500693.2011.625505

Lee, H.,Abd-El-Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socio-scientific issues into the science curriculum. Canadian Journal of Science Mathematics and Technology Education, 6(2), 97-117.

Lewis, J., & Leach, J. (2006). Discussion of socio‐scientific issues: the role of science knowledge. International Journal of Science Education, 28(11), 1267-1287. DOI: 10.1080/09500690500439348

Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.

Reid, N. (2006). Thoughts on attitude measurement. Research in Science and Technological Education, 24 (1), 3-27. DOI: 10.1080/02635140500485332

Ritchie, S.M., Tomas, L., & Tones, M. (2011). Writing stories to enhance scientific literacy. International Journal of Science Education, 33(5), 685-707. DOI: 10.1080/09500691003728039

Roberts, D. A. (2007).Scientific literacy/science literacy. In S. K. Abell & N. G.

Lederman (Eds.), Handbook of research on science education (pp. 729–780). Mahwah, NJ: Lawrence Erlbaum.

Sadler, T. D. (2004). Informal reasoning regarding socio-scientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. DOI: 10.1002/tea.20009

Sadler, T. D., & Zeidler, D. L. (2004). The morality of SSI: Construal and resolution of genetic engineering dilemmas. Science Education, 88, 4–27. DOI:10.1002/sce.10101

Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socio-scientific inquiry?. Research in Science Education, 37(4), 371-391. DOI: 10.1007/s11165-006-9030-9

Şahin, F., & Ateş, S. (2020). Examination of the relationship between seventh-grade students’ scientific literacy among certain cognitive variables. Education and Science, 45(203),63-89. DOI: 10.15390/EB.2020.8552

Sarstedt, M., Ringle, C.M., & Hair, J.F.(2017). Partial least squares structural equation modeling. In C. Homburg, M. Klarmann, & A. Vomberg (Eds.) Handbook of market research. Heidelberg, Springer.

Saunders, K. J., & Rennie, L. J. (2013). A pedagogical model for ethical inquiry into socio-scientific issues in science. Research in Science Education, 43(1), 253-274. DOI: 10.1007/s11165-011-9248-z

Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (6 th edn). Boston: person Education.

Tidemand, S.,& Nielsen, J. A. (2017). The role of socio-scientific issues in biology teaching: From the perspective of teachers. International Journal of Science Education, 39(1), 44-61. DOI: 10.1080/09500693.2016.1264644

Topcu, M. S. (2010). Development of attitudes towards socio-scientific issues scale for undergraduate students. Evaluation & Research in Education, 23(1), 51-67. DOI: 10.1080/09500791003628187

Topcu, M. S., Sadler, T. D., & Yilmaz-Tuzun, O. (2010). Pre-service science teachers’ informal reasoning about socio-scientific issues: the influence of issue context. International Journal of Science Education, 32(18), 2475-2495. DOI: 10.1080/09500690903524779

Topcu, M. S., Yilmaz-Tuzun, Ö., & Sadler, T. D. (2011). Turkish pre-service science teachers’ informal reasoning regarding socio-scientific issues and the factors influencing the informal reasoning. Journal of Science Teacher Education, 22(4), 313-332. DOI: 10.1080/09500690903524779

Turgut, H. (2005). The effect of constructivist design practice on the development of "nature of science" and "science-technology-society relationship" aspects of science literacy competencies of science teacher candidates. Doctoral Thesis. Yildiz Technical University, Istanbul.

Wong, K. K. K. (2013). Partial least squares structural equation modeling (PLS-SEM) techniques using SmartPLS. Marketing Bulletin, 24(1), 1-32.

Xiao, S., & Sandoval, W. A. (2017). Associations between attitudes towards science and children’s evaluation of information about socio-scientific issues. Science & Education, 26(3-4), 247-269. DOI: 10.1007/s11191-017-9888-0

Yacoubian, H. A., & Khishfe, R. (2018). Argumentation, critical thinking, nature of science and socio-scientific issues: a dialogue between two researchers. International Journal of Science Education, 40(7), 796-807. DOI: 10.1080/09500693.2018.1449986

Yacoubian, H.A. (2018). Scientific literacy for democratic decision-making. International Journal of Science Education, 40(3), 308-327. DOI: 10.1080/09500693.2017.1420266

Yahaya, J. M., Zain, A. M. N., & Karpudewan, M. (2012). Understanding socio-scientific issues in a low literate society for the achievement of the millennium development goals. World Academy of Science, Engineering and Technology, 72, 123-126.

Yerdelen, S., Cansiz, M., Cansiz, N., & Akcay, H. (2018). Promoting pre-service teachers’ attitudes toward socio-scientific issues. Journal of Education in Science, Environment and Health, 4(1), 1- 11. DOI:10.21891/jeseh.387465

Zeidler, D. (2014). Socio-scientific issues as a curriculum emphasis: Theory, research and practice .In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 697–726). New York, NY: Routledge, Taylor and Francis.

Zeidler, D. L.,Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: a research‐based framework for socio-scientific issues education. Science Education, 89(3), 357-377. DOI: 10.1002/sce.20048



  • There are currently no refbacks.

Copyright (c) 2022 Menşure Alkiş Küçükaydin

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Science Learning is published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia
Email: js