A self-study research on the use of socio scientific issues in 3rd grade elementary school science courses

The purpose of this research is to examine in depth the integration process of socioscientific issues (SSI) into 3rd grade elementary science lessons within the framework of a teacher's self-study approach. The study was conducted by the teacherresearcher in his own classroom with 3rd grade students attending a public school. The research addressed the teacher's processes of planning, implementing, and evaluating SSI; students' participation in these processes, the challenges encountered, the strategies developed; and the teacher's pedagogical transformation. Data were collected through teacher journals, student interview forms, lesson plans, supervisor feedback, and selfreflection reports. The data were analyzed using thematic analysis, supported by direct quotations to enhance credibility, and verified through supervisor auditing and constant comparison. The study revealed that the teacher experienced a significant pedagogical transformation throughout the process. While initial phases were characterized by theoretical shortcomings and concerns about practice, these were overcome through experiential learning and reflective practice. The teacher adopted student-centered approaches, shifted towards discussion-based activities, and encouraged multiple perspectives. Students actively participated in SSI-based lessons, developed their abilities to discuss different viewpoints, evaluate evidence, and generate reasoned arguments. Furthermore, they gained awareness of the dynamic, evidence-based, and socially embedded nature of scientific knowledge, while their empathy and respect for diverse perspectives increased.