ABSTRACT

The current study aims to explore how Thai preservice biology teachers make decisions upon and informally reason about two culture-based socioscientific issues, which are different yet contextually related. Participants included 46 fourth-year preservice biology teachers (12 males and 34 females) who completed a written questionnaire asking about personal engagement, opinions, and reasons regarding floating vessels into rivers and releasing lanterns into the sky as part of a cultural tradition. The data were inductively analysed using an iterative process of coding. The Wilcoxon signed-rank tests were also conducted to determine the significant differences between and within the two issues. The results indicate that the participants, while collectively considering both issues from multiple perspectives, tended to approach each issue differently. They tended to engage personally with and argue for the conservation of floating vessels, as this activity has stronger religious and cultural meanings and a clearer connection with modern science than the activity of releasing lanterns. The results are discussed based on the concept of collateral learning. In addition to technology-based socioscientific issues, it is recommended that culture-based socioscientific issues can be appropriately used to promote science learning and develop some of the characteristics of global citizens.

摘要

当前的研究旨在探讨泰国职前生物学教师如何就两个基于文化的社会科学问题做出决定并进行非正式的推理，这两个问题是不同的，但与上下文相关。参加人员包括46位四年级的生物学前四年级生物学老师（12位男性和34位女性），他们完成了书面问卷调查，询问了个人参与，看法以及将浮船驶入河中和向天空放灯笼的原因，作为一种文化传统。使用迭代编码过程对数据进行归纳分析。还进行了Wilcoxon秩和检验，以确定两个问题之间和之内的重大差异。结果表明，参与者在从多个角度共同考虑这两个问题时，倾向于以不同的方式对待每个问题。他们倾向于亲自参与并主张保护浮动船，因为与释放灯笼相比，这项活动具有更强的宗教和文化含义，并且与现代科学之间的联系更加清晰。基于附带学习的概念讨论了结果。除了基于技术的社会科学问题之外，建议将基于文化的社会科学问题适当地用于促进科学学习和发展全球公民的某些特征。