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How Do Pre-Service Science Teachers’ Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?

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Abstract

Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science teaching as well as the relations between these views and the offered courses over several years spent in an elementary science teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’ Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted as indicating that science teacher training programs do not change views about science and scientists but do change beliefs regarding teaching science.

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  1. Department of Elementary Science Education, Faculty of Education, Cukurova University, 01330, Balcali, Adana, Turkey

    Sedat Ucar

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  1. Sedat Ucar
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Correspondence to Sedat Ucar.

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This paper is dedicated to my wife and daughter, who changed my views about life.

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Ucar, S. How Do Pre-Service Science Teachers’ Views on Science, Scientists, and Science Teaching Change Over Time in a Science Teacher Training Program?. J Sci Educ Technol 21, 255–266 (2012). https://doi.org/10.1007/s10956-011-9311-6

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