Modelling effect in socioscientific issues teaching on environmental consciousness and reasoning ability

In this study, the effects of model based science practices in teaching socio-scientific issues on middle school students' environmental awareness and logical thinking were examined. For this purpose, activities related to the model related to socio-scientific issues, which are included in the subjects of science, open to discussion, complex and can be evaluated from different angles, current issues related to real life. The study was carried out with 53 students, 7th grade, in the spring semester of 2018-2019 academic year in the elective "Science Applications" courses. In the study at the environmental group what is accomplished with model-based practices related to socioscientific issues as a mixed research methods research "Convergent Parallel Design" was used. This methods applied together of quantitative and qualitative achievement. Quantitative data has been collected by "Test of Logical Thinking (TOLT)" and "Environmental Awareness Scale (EAS)" in the research. Qualitative data collection tools are used interviews, observations and documents. The qualitative data obtained in the study were analyzed with descriptive analysis and content analysis technique. The quantitative data obtained in the study were analyzed by the t-test techique. It was determined that there was a statistically significant difference in favor of the experimental group in terms of logical thinking ability and environmental awarness after the application. Qualitative data support the quantitative findings. The results obtained from the findings show that the use of the model-based inquiry approach in socio-scientific issues teaching contributes to the development of students' environmental awareness and logical thinking skills.