Examining secondary school students' opinions on socioscientific issues with the SEE-SEP model: The example of space exploration

Space exploration is one of the socioscientific issues addressed along the axis of its potential benefits and potential risks. In addition to its scientific and technological contributions, it is also on the agenda for its social, environmental, economic, ethical, and political impacts. The multidimensional nature of space exploration causes individuals to evaluate the issue from different perspectives. Therefore, theoretical frameworks that offer a multidimensional perspective are needed when examining individuals' views on space exploration. The SEE-SEP model, developed by Chang Rundgren and Rundgren (2010), was chosen in this study as an approach that allows for a multidimensional examination of individuals' views on space exploration. In this context, the aim of the study was to examine the views of 7th grade students on space exploration based on the SEE-SEP model. A case study, one of the qualitative research methods, was used in the study. The study group consisted of 44 7th grade students studying in two different branches at a middle school in the central district of Düzce province during the 2023-2024 academic year. The study group was selected using the convenience sampling method, a purposive sampling method. The study data were collected using three different opinion forms: before the instructional process, after the instructional practices, and after the film screening. The data obtained from the opinion forms were analyzed using content analysis, a qualitative data analysis method. The results of the study revealed that socioscientific issues-based instruction had an impact on students' views on space exploration. Before the instructional process, students used scientific and political dimensions more frequently when justifying their views on space exploration; they supported budgeting for space exploration by providing benefit-oriented justifications such as acquiring scientific knowledge and gaining international prestige. After the instructional process, students used scientific, social, economic, and ethical dimensions more frequently when justifying their views on space exploration; they evaluated budgeting for space exploration on a benefit-risk axis within the scope of scientific contributions, societal benefits, economic returns, and ethical risks. In conclusion, socioscientific issues-based instruction contributed to students' awareness of the potential benefits and potential risks of space exploration and to their more comprehensive evaluation of space exploration from a multidimensional perspective. The results of the study demonstrate that space exploration, as a socioscientific topic, is an effective resource for developing students' multidimensional thinking skills. Furthermore, the absence of any studies in the literature examining student opinions on space exploration based on the SEE-SEP model demonstrates that the current study will fill a significant gap in the literature. Keywords: Opinion Form, SEE-SEP Model, Socioscientific Issues, Space Exploration