Exploring Pre-Service Science Teacher Expectations on Learning Science
Authors
Ayse Yalçın Çelik
Gazi University, Gazi Faculty of Education, Department of Secondary School Science and Mathematics Education, Division of Chemical Science Education
Author
Oktay Bektaş
Erciyes University, Faculty of Education, Department of Elementary Education, Department of Science Education
Author
Nilgün Demirci Celep
Middle East Technical University, Faculty of Education, Secondary Science And Mathematics Education
Author
Zübeyde Kırbulut
Harran University, Faculty of Education, Department of Primary School Education
Author
Ayla Çetin Dindar
Bartın University, Faculty of Education, Department of Primary Education, Department of Science Education
Author
Ömer Geban
Middle East Technical University, Faculty of Education, Secondary Science And Mathematics Education
Author
The purpose of this study was to examine the expectations of the pre-service science (biology, chemistry, and physics) teachers about learning science on independence, coherence, concept, reality link, math link, and effort dimensions by using Science Expectations Questionnaire (SEQ) and conducting interviews with selected pre-service teachers on their questionnaire responses. The SEQ was applied to 121 pre-service science teachers in a public university. The results show that most of the pre-service science teachers had sophisticated view of learning in terms of independence and reality link dimensions; they had naïve view of learning in terms of other dimensions. Hence, teacher educators could determine pre-service science teachers’ view of learning and encourage them to have more sophisticated view of learning.
