Abstract
This study aims to investigate the comprehension levels of classroom teacher candidates about the key concepts of Life Science Curriculum. The study was carried out within the qualitative research approach and descriptive survey model was adopted. The sample of study consists of final year 114 classroom teacher candidates who are studying Primary Teacher Education Program at two different Education Faculties in Turkey. As a result of analyzing the primary Life Science curriculum, 18 foundational concepts were identified. In order to determine teachers' comprehension levels and conceptual misconceptions about these concepts, "concept definition form" consisting of short answer and open ended semi-structured questions prepared by researchers was used. The data obtained by the application of this form have been analysed through descriptive analysis method. The answers in the explanation section of the concept description form were evaluated in five categories as "comprehension", "partial comprehension", "incomprehension", "miscomprehension" and "no response". According to the findings obtained in the study, it was concluded that teacher candidates understand some of the concepts in the Life Science curriculum at a “good” level, mostly understand at “partially” level, “incomprehension” some concepts or have “miscomprehension”. In order to increase curriculum literacy, it is suggested that the primary teacher candidates should be given training about the main concepts related to the Life Science curriculum.
Highlights
As it is known, teachers have a critical role in the implementation of curriculum Teachers decide that students should act in such a way as to enable them to learn the learning content, the activities and the teaching curriculum effectively (Stabback, 2016)
In this study it is assumed that the findings of classroom teacher candidates’ comprehension the basic concepts in the Life Science curriculum will contribute to the planning of activities for curriculum introductions on the one hand and to the more effective regulation of learning processes on concept teaching in education faculties on the other hand
Do participant student teachers have any misconceptions about the key concepts of the Life Science Curriculum?
Summary
Teachers have a critical role in the implementation of curriculum Teachers decide that students should act in such a way as to enable them to learn the learning content, the activities and the teaching curriculum effectively (Stabback, 2016). Apart from a few limited studies (Akpınar and November 2016, Arık, 2006, Demirbilek, 2015, Üzemur 2013, Üztemur and Metin, 2015) on misconceptions in the area of measurement and evaluation, it has been understood that no study has been conducted on the level of teacher or teacher candidates’ comprehension the basic concepts of the educational sciences within the scope of the curriculum. In this study it is assumed that the findings of classroom teacher candidates’ comprehension the basic concepts in the Life Science curriculum will contribute to the planning of activities for curriculum introductions on the one hand and to the more effective regulation of learning processes on concept teaching in education faculties on the other hand. Do participant student teachers have any misconceptions about the key concepts of the Life Science Curriculum?
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