Author(s): Fikriye KIRBAĞ ZENGİN• Burcu ALAN Gonca KEÇECİ
This study has been carried out to determine the effects of academic controversy technique to science teachers' science selfefficacy and conceptual understanding of cloning. The study group of the research comprise preservice teachers studying in fourth grade of Education Faculty of Firat University, 38 female, 10 male, a total of 48. Study was conducted within the scope "Special Topics in Biology Course"at fall semester 2015-2016. According to academic controversy technique, preservice teachers divided into quaternary groups of 8 weeks, including 2 hours per week, has examined issues of cloning and GMOs. Preservice teachers prepared reports of own groups, presented their views, have listened to opposing views, defend their opinions and have a decision. Each group has presented their common wievs to classmates. Cloning Conceptual Understanding Test (CCUT) and Science Self-Efficacy Scale (SSES), as a data collection tool, were used. The pretest-posttest scores obtained from CCUT and SSES were analyzed using t-test. As a result of the practice, it was seen as a significant increase in preservice teachers' cloning conceptual understanding test scores, t(47)=-10.280 p<.05. Preservice teachers' science self-efficacy scale pretest-posttest scores were observed that there was also a significant increase, , t(47)=- 2.071 p<.05. The results, showed that academic controversy techniques contribute to preservice teachers' science self-efficacy and the information concerning the application of biotechnological. When the content knowledge likely to increase the self-efficacy of candidates with high, it would be useful to replicate the applications are thought to increase awareness against socio-scientific issues for the training of future generations to have a say. It is considered that the use of academic controversy technique would be useful in this applications.
The Journal of International Social Research received 8982 citations as per Google Scholar report
