Evaluating the Pedagogical Beliefs of Pre-service Biology Teachers on Socio-Scientific Issues
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Abstract
The rapid advancement of biological sciences has intensified the presence of complex ethical, social, and political dilemmas in everyday life, collectively referred to as Socio-Scientific Issues (SSI). Preparing scientifically literate citizens requires biology education to extend beyond factual knowledge toward the development of socio-scientific reasoning, ethical judgment, and informed decision-making. This study examined the perceptions of 24 pre-service biology teachers in the Philippines regarding the necessity, feasibility, and challenges of integrating SSI-based instruction into the biology curriculum. Using a descriptive-quantitative research design, data were gathered through a validated 15-item perception survey complemented by open-ended responses. Descriptive statistics and the Wilcoxon Signed-Rank Test were employed to analyze the data, while qualitative responses were thematically analyzed and triangulated with international and local literature. Results reveal a highly positive perception of the necessity of SSI integration (M = 3.63) and strong willingness to develop and use SSI-based instructional materials (M = 3.50). However, participants also expressed concerns related to limited instructional time, students’ insufficient prior knowledge, and cultural and religious sensitivities. Triangulation highlights a persistent gap between philosophical support for SSI and perceived practical capacity to implement it effectively. The study concludes that while pre-service biology teachers are conceptually aligned with the goals of SSI-based instruction, systemic support through targeted teacher education, localized instructional resources, and curriculum-level policy reinforcement is essential for sustainable classroom implementation within the Philippine context.
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