Socioscientific Issues Focused Teacher Education

1-Preface.- 2-Place-based Pedagogies in Socioscientific Issues.- 3-Developing Preservice Science Teachers'Sense of Place through Place-based Socioscientific Issues Instruction.- 4-Documenting Changes in Preservice Science Teachers' Socioscientific Orientations Through Place-Based SSI Teaching: Floods in Western Black Sea Region.- 5-Development of Students' Argumentation Skills Through Place-Based Education: Sinop Nuclear Power Plant Case.- 6-Pre-Service Elementary Teachers' Experience of Place-Based Education: Porsuk River Example.- 7-Preservice Teachers' Enactment of Character and Values through Placed-Based Drama Activities.- 8-Developing Preservice Teachers' Content Knowledge through the Place-based SSI Instruction: Population Growth on Istanbul.- 9-Pre-service Science Teachers' Perspective Changes on Renewable Energy Sources in Mugla.- 10-Using Physical Dynamic Models in Placed-based Socioscientific Context to Assist Pre-service Teachers'Decision-making Process.- 11-Promoting preservice teachers' Nature of Science Views through Place-based SSI Instruction.- 12-Development of Pre-service teachers' Socioscientific reasoning competencies and emotive reasoning in a hybrid place-based SSI: The Case of Gold Mining.- 13-Developing Pre-service Teachers' Scientific Literacy in the Context of the Place-based Socioscientific Issue.- 14-Codesign of Technology-enriched Place-based SSI Lesson Plans.

Dr. Bahadir Namdar earned his Ph.D. at the University of Georgia, USA. He worked as a research and teaching assistant at the Department of Mathematics and Science Education. His doctoral dissertation focused on using multiple representations for socioscientific argumentation in a computer-supported collaborative learning environment. He has published several articles in high-impact factor journals. He is currently an associate professor of science education at Ege University. His research focuses on argumentation, socioscientific issues, technology integration, and teacher education.

Dr. Engin Karahan is an associate professor of science education at Middle East Technical University. He earned his M.A. and Ph.D. from the University of Minnesota. During his graduate studies, he worked as a researcher at the STEM Education Center on NASA and NSF-funded projects addressing socioscientific issues, culturally relevant climate change education, and STEM education. His dissertation examined teachers' design of socioscientific instruction and its effects on students' reasoning. His research interests include STEM education, socioscientific issues, educational technology, and agency.