PRE-SERVICE TEACHERS' BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING


Tatar N.

JOURNAL OF BALTIC SCIENCE EDUCATION, cilt.14, ss.34-44, 2015 (SSCI İndekslerine Giren Dergi) identifier

  • Cilt numarası: 14 Konu: 1
  • Basım Tarihi: 2015
  • Dergi Adı: JOURNAL OF BALTIC SCIENCE EDUCATION
  • Sayfa Sayıları: ss.34-44

Özet

This study examines pre-service teachers' beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers' beliefs about the images of a science teacher and the science teaching.