Developing Preservice Science Teachers’ Conceptual Understanding Through Place-Based SSI Instruction: Population Growth in Istanbul

In this study, the place-based learning approach, which uses the individual’s living environment as the primary source of learning, was discussed by linking it to a socioscientific issue (SSI). The study included preservice science teachers from an Istanbul-based government university’s education faculty. Population growth, one of the major problems in Istanbul, where preservice teachers live, was investigated as an SSI. Preservice teachers conducted research to investigate the effects of population growth on some issues that affect individuals in society. The research employed a place-based learning approach. Preservice science teachers discussed the problems that have arisen as a result of population growth, traveled to the location associated with the problem they chose, learned about it, and proposed solutions. At the study’s conclusion, the conceptual understanding development of preservice teachers was examined, and it was discovered that place-based SSI instruction positively influenced preservice science teachers’ conceptual understanding. The study also examined preservice science teachers’ perspectives on place-based SSI instruction.