Evaluation of pre-service science teachers' conceptions of learning science through approaches to learning

Abstract

The present study was aimed to explained pre-service teachers' concepts of science learning through approaches to learning and explained the factors which affected their approaches to learning. The study was designed as a qualitative phenomenological study. Data was obtained from open-ended questionnaire from the final year voluntary pre-service science teachers. Six descriptive categories relating to conceptions of science learning were outlined, namely increase a knowledge, applying natural phenomena, applying science process, understanding and applying natural phenomena, re-interpretation and personal change. In the answers given to these categories, it was found that most teachers understood science learning as applying natural phenomena. Although the students implied that they preferred the deep approach, it was seen that the responds the questions regarding to conceptions of science learning were related to the surface level. In addition, it has been found that the factors leading to students' deep learning preferences are related to the daily life of the subjects, to provide meaningful and permanent learning, to enable the connection between past and new information, to support the active learning and thinking skills. According to these findings, programs that lead science teachers' deep learning preferences can be designed and evaluated.