Examining the bioethical approaches, argumentation levels and social representations of pre-service teachers in perspective of transformative paradigm

In today's world, where scientific advancements are accelerating, it has become essential for young individuals to critically examine and evaluate the dilemmas these developments bring about. This research aims to investigate the approaches of pre-service science teachers toward bioethical dilemmas, their levels of argumentation when discussing these dilemmas, and their social representations. In the action research conducted with pre-servise teachers, the Bioethical Approach Determination Test was used to identify bioethical approaches, the Argumentation Levels Framework to determine argumentation levels, and pragma-dialectical argument analysis to uncover social representation. The results of the research revealed significant changes in the bioethical approaches, argumentation levels, and social representations of the pre-service teachers after the implementation of bioethical dilemmas in the "Science and Technology Based Issues" course within the transformative paradigm framework. It was observed that after the applications, the approaches and social representations of the pre-service teachers on these topics became mor ediverse, and they developed stronger arguments.