Examining preservice science teachers' perspectives on the social responsibility of scientists and engineers
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Izida I. Ishmuradova 1 * , Tatyana V. Sazonova 2 , Svetlana A. Panova 3 , Irina S. Andryushchenko 4 , Nikolay A. Mashkin 5 , Valeria L. Zakharova 6
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1 Department of Business Informatics and Mathematical Methods in Economics, Kazan (Volga region) Federal University, Kazan, RUSSIA2 Kumertau Branch, Orenburg State University, Orenburg, RUSSIA3 Department of Financial Markets and Financial Engineering, Financial University under the Government of the Russian Federation, Moscow, RUSSIA4 Department of Foreign Languages, Peoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA5 Department of State and Legal Disciplines, Plekhanov Russian University of Economics, Moscow, RUSSIA6 Department of Medical and Social Assessment, Emergency, and Ambulatory Practice, Sechenov First Moscow State Medical University, Moscow, RUSSIA* Corresponding Author

Abstract

This study aimed to examine preservice science teachers’ views on the social responsibility of scientists and engineers. A total of 153 students enrolled in Russian public university formed as the participants. We assessed the social responsibility of pre-service teachers using a scale, “Views of Social Responsibility of Scientists and Engineers” (VSRoSE), developed by previous researchers, and included eight different areas of social responsibility. The results indicated that the preservice biology, chemistry, and science teachers who participated in this study had high awareness of human welfare and safety, a sustainable environment, and consideration for social risks and impacts. However, their awareness related to practice and participation was relatively low. Female students had more scores than male students in all areas. The results also revealed that chemistry students had slightly higher average scores than the other majors in all areas of the scale. The average scores in all age groups showed slight differences. This study provides a starting point for researchers and teachers to comprehend preservice science teachers’ views on the social responsibility of scientists and engineers in resolving humanity’s greatest problems from the perspective of preservice science teachers. With this respect, this study contributes insightful information to the literature and fills a gap in the research. We hope that future researchers will concentrate on enhancing pre-service teachers’ understanding of the social responsibility of scientists and engineers and on educating more socially responsible teachers who recognize the importance of science and engineering research’s impact on society. This study also indicates that PSTS were less concerned with the role of social responsibility in promoting scientific research in science and engineering. This finding suggests the necessity of emphasizing the positive impact of science and engineering research on society and the significance of incorporating social impact into teacher education. This emphasis on the significance of social responsibility will assist in comprehending the effects of science and engineering within a social context on professional responsibility.

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Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 8, August 2023, Article No: em2315

https://doi.org/10.29333/ejmste/13457

Publication date: 01 Aug 2023

Online publication date: 04 Jul 2023

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