THE EFFECTS OF THE ACADEMIC CONTROVERSY TECHNIQUE ON THE BIOTECHNOLOGY KNOWLEDGE LEVELS OF PROSPECTIVE SCIENCE TEACHERS
This study was conducted in order to determine the effect of academic controversy technique on biotechnology knowledge levels of preservice science teachers. The study group of the research is Fırat University Faculty of Education, 4th grade students, 38 girls and 10 boys constitute a total of 48 preservice teachers. The study was carried out within the scope of "Special Topics in Biology Course" during the fall semester of 2015-2016. Quasi-experimental design was used in the study. In accordance with the method of academic controversy, the prospective teachers were divided into groups of four and they studied 8 weeks, 2 hours per a week. The preservice teachers examined biotechnology issues, prepared group reports, presented their opinions, heard opposing views, defended their views and reached a decision. The groups presented their shared views to their classmates. The Biotechnology Knowledge Questionnaire (BKQ) was used as the data collection tool of the study. The pretest-posttest scores obtained from the BKQ were analyzed using the t-test. As a result of, the implemented practices, it was found that teacher candidates had a significant increase in the knowledge level of biotechnology, t (47) = - 2.188, p = .03 <.05. There was no significant difference between male and female students according to pre-test and post-test results of BKQ in terms of gender. In case that preservice teachers have enough knowledge in the socio-scientific subjects aspects,they can be effective guiders in giving the students healthy decisions on the issues related to these subjects.

Keywords
Academic controversy, biotechnology, socio-scientific issues, preservice teachers