A CASE STUDY ON THE SELF-EFFICACY OF PRE-SERVICE AND IN-SERVICE GREEK TEACHERS REGARDING TEACHING THROUGH THE USE OF SOCIO-SCIENTIFIC ISSUES

In modern societies, science and technology permeate all aspects of life, making it necessary to address socio-scientific issues (SSI) through a framework that connects science and society. Schools play a crucial role in developing students' ability to manage such issues. This research examines the views of 12 Greek pre-service and in-service elementary school teachers on incorporating SSI into teaching. Participants showed a strong willingness to integrate SSI, recognizing benefits like exposing students to diverse perspectives, fostering teamwork, and enhancing critical thinking. However, they identified barriers such as low self-confidence, curriculum relevance, classroom disruptions, and potential community reactions. Many noted time constraints and felt SSI teaching was more appropriate for upper primary grades. The study highlights the need for teacher training programs to address these challenges and support the effective integration of SSI into primary education.