과학기술 관련 사회쟁점 맥락에서 예비 과학교사와 현직 과학교사의 위험소양 인식 탐색 = Exploring Pre-service and In-service Science Teachers’ Perceptions of Risk Literacy in the Context of Socioscientific Issues

다국어 초록 (Multilingual Abstract)

This study explored the risk literacy of pre-service and in-service science teachers within the context of socioscientific issues (SSI) and examined differences in their perceptions by gender, academic major, and grade level (or teaching experiences). A total of 133 pre-service and 127 in-service science teachers participated in a structured survey assessing perceptions across three domains: understanding the nature of science and technology, risk judgment competency, and risk awareness and willingness to respond. Both groups reported the highest perceived competence in understanding science and technology, and the lowest in risk awareness and willingness to respond. Female teachers generally reported higher perceptions than their male counterparts, with a significant difference in understanding science and technology. Participants majoring in biological sciences showed the lowest scores in risk willingness to respond. Among pre-service teachers, those in higher academic years showed significantly higher perceptions across all domains. Similarly, in-service teachers with more experience exhibited higher levels of perception. These findings provide insights for developing educational strategies aimed at enhancing risk literacy within science education.