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RESEARCH PAPER
Indonesian Pre-Service Science Teachers’ Views on Socio-Scientific Issues-Based Science Learning
1
Prodi Pendidikan IPA Universitas Negeri Malang, INDONESIA
2
University of Bremen, GERMANY
Publication date: 2021-01-16
EURASIA J. Math., Sci Tech. Ed 2021;17(1):em1932
KEYWORDS
ABSTRACT
This study explores the views of Indonesian junior high school pre-service science teachers (PSTs)
towards teaching based on socio-scientific issues (SSIs). Questionnaires were analyzed
qualitatively and descriptively. The PSTs (N=62) acknowledged that student competencies ranging
from personal to socially relevant skills as well as character formation can potentially be developed
through SSI-based instruction. The PSTs mentioned several challenges which may hinder
implementation of SSI-based instruction. These include the interdisciplinary and controversial
nature of SSIs, a lack of familiarity regarding SSIs, the lack of necessary student skills, insufficient
teacher expertise, and curriculum constraints. The PSTs viewed SSIs as able to potentially enhance
their personal competencies through SSI-based instruction, mostly with regard to pedagogical
skills. The relevance of SSI-based instruction was, however, not seen in as positive a light as the
participants’ views on the need of character building. The PSTs’ intentions to later implementing
SSI-based instruction ranged from medium to high.
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