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This study aims to evaluate the interdisciplinary science teaching practices conducted in the context of socioscientific issues and pre-service science teachers’ opinions about the course. The participants (N = 59) are fourth-year students from two classes in the science teacher education program. In line with the purpose of the study, the case study design, one of the qualitative research designs, was preferred. The data collected using the ‘Interdisciplinary Science Teaching Levels Rubric’ and a ‘Semi-Structured Interview Form’ as data collection tools were analyzed. As a result of the implemented practices, it was determined that the pre-service teachers were generally able to carry out interdisciplinary science teaching in the context of socioscientific issues (SSIs) effectively. When the pre-service teachers’ opinions about the course were evaluated, the following themes were identified: the essential components of interdisciplinary science teaching, the contributions of SSIs to the interdisciplinary science teaching course, and suggestions for delivering the course more effectively. Based on the findings and the identified themes, various suggestions were made.
Serpil Kara (Mon,) studied this question.