For this reason, the relevant literature calls them socio-scientific issues (SSI) (e.g., Sadler, 2004), which are ill-structured, open-ended, and complex problems and include contentious dilemmas and multiple dimensions (i.e., ethical, religious, environmental, societal, health, economic, scientific, and technological) (e.g., Kolstø, 2001 Nuangchalerm, 2009 Sadler, 2004 Zeidler et al., 2002). These debates generally lack a scientific consensus and include conflicting explanations, solutions, ideas/views, and arguments (e.g., Çalik & Coll, 2012). Such advantages and disadvantages of using science and technology typically involve debates amongst scientific experts, politicians, and citizens while making a decision about them (Albe, 2008 Levinson, 2006). However, these developments have also brought some apprehensions about their impacts on our lives and possible risks to human health and the environment (e.g., Christensen, 2007 Fortner et al., 2000). Recent scientific and technological developments have improved life, health, food security, energy supply, and communication (e.g., Levinson, 2006 Walker, 2003 Wu & Tsai, 2010). This study suggests that teacher education programs should be enriched with undergraduate courses (e.g., integrating SSI into SHOM, measuring SSI with SHOM, ethnoscience through SSI and SHOM) to stimulate the Indonesian prospective teachers’ SHOM levels via SSI. Also, their familiarity with local SSI acted as a cornerstone to make a decision about SSI via SHOM. The result showed that the locality of socio-scientific issues (SSI), grade, and teacher education program somewhat influenced the Indonesian prospective teachers’ SHOM levels. The adapted and revisited versions of SHOM scale were used to collect data. The sample of the study consisted of 1298 Indonesian prospective teachers drawn from departments of chemistry education, biology education, science education, elementary teacher education, and mathematics education. This study explored Indonesian prospective teachers’ views on the adapted (including global socio-scientific issues) and revisited (including local socio-scientific issues) versions of the scientific habits of mind (SHOM) scale and compared their SHOM levels concerning teacher education programs and grades.
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