Integrating Socio-Scientific Issues and Scientific Process Skills in Special Education: Effects on Pre-Service Teachers
Necla Isikdogan Ugurlu, Sevilay Atmaca, Nilay Kayhan
article (Uluslararası, Hakemli) | Yazar(lar): Necla Isikdogan Ugurlu, Sevilay Atmaca, Nilay Kayhan | Yıl: 2026 | Dergi/Kurum: SAGE OPEN | İndeks: WOS.SSCI | DOI: 10.1177/21582440261489864 | Anahtar Kelimeler: scientific process skills, socio-scientific issues, pre-service special education teachers, science education,
This study examines the effectiveness of a training program designed to support pre-service special education teachers in integrating Scientific Process Skills (SPS) and Socio-Scientific Issues (SSI) into their teaching practices. A mixed-methods research design was employed with 30 pre-service teachers enrolled in special education programs at various universities in T & uuml;rkiye. Quantitative and qualitative data were collected concurrently and analyzed separately. Quantitative data were obtained using the Scientific Process Skills Achievement Test and the Affective Tendency Scale toward Teaching Socio-Scientific Issues, which includes sub-dimensions of self-efficacy, pedagogical content knowledge, attitude, and perceived usefulness. Paired samples t-test results indicated a statistically significant improvement in participants' SPS achievement scores (p < .05, eta(2) = .52). Significant increases were also observed across all affective sub-dimensions related to teaching SSI (p < .05, eta(2) = .57). These improvements were achieved through instructional activities in which socio-scientific issues were explicitly integrated with scientific process skills, enabling participants to engage with real-life problems and apply scientific reasoning in special education contexts. Qualitative findings supported these results, indicating enhanced awareness of SSI-based instruction and its role in supporting independent living skills. Overall, the findings suggest that integrating SPS with SSI contributes to the cognitive and affective development of pre-service teachers and strengthens their ability to design meaningful science instruction for students with special needs.