Fen Bilgisi Öğretmenlerinin Aşı ve Aşı Konusunun Fen Bilimleri Öğretim Programına Dahil Edilmesine İlişkin Bakış Açıları

Socioscientific issues are complex dilemmas that lack clear-cut answers. The purpose of this current study was to investigate in-service science teachers' perspectives on vaccination, consider a socioscientific issue, and assess their views regarding its significance in science education and potential integration into the curriculum. Forty-nine in-service science teachers participated in this study, using convenient sampling, and collected their responses to six open-ended questions administered online. Teachers were asked whether they discuss everyday topics in the classroom, and most teachers confirmed that they integrate daily-life subjects into their lessons. Similarly, in response to questions about including science-related topics not covered in the curriculum, the majority expressed their willingness to engage in these discussions, especially regarding vaccination. Regarding their ability to provide information about vaccination, a significant portion of science teachers reported feeling confident in their capacity to do so. Additionally, when asked about the importance of students' knowledge about vaccination and its integration into the curriculum, 39 teachers advocated for its inclusion, seven opposed it, and two acknowledged its significance but not integration into the curriculum. Notably, when questioned about the difficulty of explaining vaccination-related topics, 32 teachers indicated they would not encounter challenges. This research underscores the pivotal role of science teachers in fostering informed discussions about vaccination and highlights the potential benefits of integrating this crucial subject into science education. The findings of this study underscore science teachers' recognition of the importance of addressing socioscientific issues, such as vaccination, in the curriculum, provided that appropriate adjustments are made.