Abstract
Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented study is one of which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study uses a simple descriptive survey approach which is one-shot survey for the purpose of describing the effectiveness of science teacher education program on scientific process skills of pre-service science teachers. The participants of the study consist of 186 primary science pre-service teachers in total from four different semesters of their teacher preparation program. Test of Integrated Process Skills II (TIPS II) was utilized to collect data. The data were analyzed using primarily multivariate statistical methods. One way ANOVA was used to identify patterns within cohorts regarding pre-service teachers’ scientific process skills. Major findings indicated that Pamukkale University- Science Teacher Education Program helps to develop pre-service science teachers’ scientific process skills effectively. Especially, science teacher education program affected pre-service science teachers’ scientific process skills positively in the third and fourth grade. Key words: Scientific process skill, teacher education program, pre-service science teachers, science education, constructivist teaching.
Highlights
Approaches and attitudes based on active participation of the students in the process of science education take place in curricular of many countries
Presented study is one of which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years
When it is considered that science teaching philosophies of pre-service teachers affect the success and development of the students in their class where they become a teacher in future, we can say that it is very important for teachers to have scientific process skills
Summary
Approaches and attitudes based on active participation of the students in the process of science education take place in curricular of many countries. When it is considered that science teaching philosophies of pre-service teachers affect the success and development of the students in their class where they become a teacher in future, we can say that it is very important for teachers to have scientific process skills. Considering these concerns, the present research focuses on changing scientific process skills of pre-service science teachers about teaching and learning throughout a four-year teacher education program. The examination of pre-service teachers‟ scientific process skills could provide the definition for potential teacher education programs and understanding the effects of method courses on pre-service teachers will be useful as models for other teacher educators
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