Nazli Ruya Bedizel
Balikesir University Necatibey Faculty of Education, Balikesir/ Turkiye
Science capital is a methodological and empirical concept that encompasses all science-related knowledge, attitudes, experiences, and social connections that an individual may possess. It is a concept used to understand how different people engage with and access science in their daily lives. It is possible to help students to see the beauty and possibility within the world of science by understanding and enhancing science capital. Examining biology preservice teachers' science capital is crucial for preparing effective, confident, and inclusive educators who can inspire a love of science in their students and promote broader scientific literacy in society. Therefore, the aim of the present study is to examine Turkish pre-service biology teachers’ science capital. A total of 40 biology teachers, studying in the 1st, 2nd, and 3rd years of a faculty of education in Turkiye, participated in this study, which was planned as a phenomenographic study. Data were collected through focus group interviews, conducted in three sessions, each lasting 1.5-2 hours. Only audio recordings were made during the interviews, and these recordings were later transcribed and analyzed using content analysis. The interview questions were prepared to reveal the experiences of preservice teachers in relation to dimensions that could influence science capital, such as self-awareness, teachers or educators, family, peers, resources, challenges and obstacles, goals, and future plans. The study's results indicate that for female participants, the environment where they grew up played a significant role in shaping their science capital. In particular, family influence was crucial, with motivations including making their families proud and serving as role models to encourage other girls to pursue higher education. Both positive and negative influences from teachers were evident. Participants generally had limited access to science-related resources, such as books and magazines, due to financial difficulties. Additionally, disparities in access to opportunities that could boost science capital were noted, especially in relation to economic status, family support, and gender. Participants involved in science projects or extracurricular activities had more favorable experiences with science. Many also reported that their families supported their decision to become biology teachers, not because of the scientific aspect of the career, but because teaching is viewed as a stable and respected profession. They also mentioned choosing biology because they found it easier to grasp compared to other scientific fields. The study found that Turkish preservice biology teachers’ science capital was strongly influenced by their environment, particularly family and teacher support, with financial constraints limiting access to science resources and opportunities. To enhance science capital, it is recommended to improve access to resources, promote positive teacher influences, increase participation in extracurricular science activities, address gender disparities, and engage families in supporting science education.